Building a Community of Change: UC 153 First Year Seminar Section 001 Fall, 1996 Weekly Community Service Commitment Fulfills Intro Comp (English 125) Requirement. Mon. - Weds. 10-11:30 28 Tyler Dr. Helen Fox Office: 1128 Angell Hall (ECB) 936-3145 Home: 668-1008 Course Syllabus "If the US is the richest country in the world, why do so many people live in poverty? Why are African Americans disproportionately affected by social problems, despite the gains of the civil rights era? Why must any child in this country struggle to grow up in depressing, dangerous surroundings, failing in school and forced to rely on the grudging charity of people who believe the worst about them?" This course will introduce you to the problem of poverty in the land of plenty through the eyes of children and youth. Through readings and class discussion, visits by community activists, experiential learning activities and community service, you will learn to question common assumptions about why people are poor, uneducated, angry and seemingly irresponsible. You will begin to feel more comfortable with people whose culture or class may be different from your own. You will see how problems of poverty are inter-related, and come to your own conclusions about their causes and possible solutions. In your weekly community service you will meet some inspiring people who are working with "children at risk" and other community members who have fallen on hard times. If you choose to work directly with children or youth you'll become a friend, mentor, and teacher to some awfully nice kids who may not be willing to trust you at first, or to pay attention, or care about what you say. You'll need to develop great patience and powers of observation. You'll see and hear some things that may shock you or embarrass you, things that you don't approve of. You may begin to question your own background, and that questioning may be painful. This is not your ordinary intro comp course -- be prepared for some major growth. . . Course Goals: * to question some common societal assumptions about African American culture, language, communication style, child development and educational needs * to explore ways in which the problems of poor schools, poor health, welfare dependency, homelessness, teen pregnancy, and violence are interconnected * to investigate a social problem through first-hand observation, interviews and reading, and to come to your own conclusions about the causes of this problem and some possible solutions * to make respectful, helpful friendships with children and youth and other community members who may not have had much of a childhood Required Reading: 1. Coursepack, available at Dollar Bill Copy Shop. 2. Kochman, Thomas (1981). Black and White Styles in Conflict. University of Chicago Press. 3. Polakow, Valerie (1993) Lives on the Edge: Single Mothers and their Children in the Other America. University of Chicago Press. 4. Johnson, LouAnne (1992) Dangerous Minds. NY: St. Martin's Press. 5. Dash, Leon (1989). When Children Want Children. NY: Penguin Required books are available at Shaman Drum Bookshop, 313 S. State. Writing Assignments: This course will be writing intensive; I love to write and I expect that you do too, or that you will like it better as you work on some of the questions that I ask you to write about -- or that you will pose for yourselves and your classmates. We will do various types of writing: reaction papers, community service journal entries, reading journal entries, an interview with a community development professional, and a final research paper investigating the causes and suggesting some solutions to a social problem you have noticed in your community service placement. Reaction Papers From time to time, I will assign reaction papers that will ask you to reflect on the day's discussion, or explain a difficult concept, or give your thoughts on the day's topic from your own experience. All this writing will appear in your portfolio. (See Assessment, below) Community Service Journal/Reading Journal: Each week you will hand in several pages of notes, reflections and questions that come to you while doing your community service. I will also ask you to keep an extensive reading journal to help you digest and reflect on Valerie Polokow's book: Lives on the Edge. I will respond to all these journal entries and hand them back to you. These notes and reflections will be helpful when you write your research paper. All journal writing should appear in your portfolio. Interview: Using a guide we will develop together in class, you will interview a staff member at your community service placement about something you really want to know about. For example, you might ask them their view of the causes of certain social problems; or their idea of the role of middle class people (or working class people, or African Americans, or white people or....) in solving social problems; or the significant events in their life that influenced their choice of profession, etc. You will take notes during the interview (or tape record it) and write it (or portions of it) up in a format we will discuss in class. These written interviews will be shared with other class members and may be incorporated, in some way, into your research paper. The interview write-up should also appear in your portfolio. Length: At least 5 pages, depending on the type of write-up you choose. Research paper: A 10-15 page paper (or longer, if you like) that addresses the inter-related causes and some possible solutions to a social problem you have noticed when working in your community service placement. Choose a significant problem that the community you work with seems disturbed about. Try to explain what the problem is from the community's perspective -- which may be different from yours. Then from your own point of view, suggest some of the reasons why you think this problem exists: what caused it, what perpetuates it, and what might be done about it. Use as supporting evidence ideas or short quotes from your journal entries, interview, coursepack material, current newspaper and journal articles, required and recommended books and any other library references you need to understand the problem thoroughly. The paper should be carefully documented and include a bibliography of at least ten current sources. Writing requirements are the same for everyone, whether or not you need Intro Comp credit. Community Service Commitment: During the first week of the course, you will choose one of the community service placements I have arranged for you. I'll expect you to spend at least two hours a week at the site, not including the time it takes you to get there and back. AATA buses go to all placement sites. It's your responsibility to call the agency and set up the time of your service according to your schedule and the agency's needs. Assessment: Your performance in this course will be graded by PORTFOLIO ASSESSMENT. You are responsible for placing all your written work, including ALL DRAFTS of your research paper, ALL reaction papers, your interview and ALL of your journal notes in a portfolio and handing it in on Mon. Dec. 9, the last day of class. I prefer not to grade your writing, especially this kind of writing that is based so much on your own personal growth. However, I will be happy to tell you how you're doing -- both in my written feedback on your papers and in conference -- and give you my suggestions for change as the course progresses. Your grade will be determined the amount, quality, and depth of your writing, the quantity and nature of the revisions to your research paper, and your attendance and participation, both in class and at your community service placement. This will not be an easy course; my standards for writing, thinking, and active participation are quite high. There will be few "right answers," few "right ways" to do things, except that you treat people in the community with the utmost respect, that you listen carefully to what they have to say, and that you accept the challenge of applying your own good critical thinking to real life situations. My Expectations: Faithful attendance at your community service placement Attendance in class and at two scheduled conferences Time and care put into writing and revising Depth and originality of thought and expression CALENDAR Introduction Weds. Sept. 4 Session 1 Introduction to the course. Sign-ups for Community Service Placements. Part I: Listening and interacting across culture and class barriers Mon. Sept. 9 Session 2 African American English: Is it slang? Bad English? An actual language? Wed. Sept. 11 Session 3 African American language and culture START READING/DISCUSSION GROUPS: Kochman: Black and White Styles in Conflict Mon. Sept. 16 Session 4 Stigma and "white privilege" Wed. Sept. 18 Session 5 Response to stigma: Afrocentricity Mon. Sept. 23 Session 6 Interacting across cultures Discussion of Kochman: Black and White Styles in Conflict. Weds. Sept. 25 Session 7 Working with African American children: Advice from Black professionals Mon. Sept. 30 Session 8 WRITING ISSUES Weds. Oct. 2 Session 9 Who or what is "lower class"? START READING: Polokow: Lives on the Edge. Start Reading Journal for this book only. Mon. Oct. 7 Session 10 "Could you survive a month on welfare?" Welfare Simulation facilitated by Welfare Rights Union. Part II: Empowering educational methods that promote social change Weds. Oct. 9 Session 11 Welfare Simulation Discussion Mon. Oct. 14 Session 12 REACHING THE KIDS: Tutoring and mentoring issues at your placement START READING: Johnson: Dangerous Minds Weds. Oct. 16 Session 13 Teaching in impoverished communities Mon. Oct. 21 Session 14 Discussion of Dangerous Minds. Weds. Oct. 23 Session 15 WRITING ISSUES Part III: Making connections between "your kids" and the larger society Mon. Oct. 28 Session 16 Discussion: Lives on the Edge Weds. Oct. 30 Session 17 Lives on the Edge, continued. Start Reading: Dash When Children Want Children Mon. Nov. 4 Session 18 Due: Interviews. In-class sharing and critique Weds. Nov. 6 Session 19 Violence in schools and on the street Mon. Nov. 11 Session 20 In-class workshop on final paper Weds. Nov. 13 Session 21 Causes of Teen Pregnancy: Discussion of When Children Want Children Mon. Nov. 18 Session 22 When Children Want Children, continued Weds. Nov. 20 Session 23 How personal/social/political problems are connected. What solutions are possible? Mon. Nov. 25 Session 24 Political Protest (video: "Promises to Keep") Weds. Nov. 27 Session 25 Discussion: How do we build a "Community of Change"? Mon. Dec. 2 Session 26 Due: Draft of Final Paper (In-class sharing and critique) Weds. Dec. 4 Session 27 What next? Project SERVE, Peace Corps, Teach for America. (guests) Mon. Dec. 9 Session 28 PORTFOLIOS DUE, including Final Paper and all written work (see Assessment, below). Brunch and last discussion/course evaluation Bibliography of Materials in Course Pack Anderson, E. (1994, May). The code of the streets. The Atlantic Monthly. (81-94.) Boutte, G. S. (1992, June) Frustrations of an African-American parent: A personal and professional account. Kappan. 73, 10, 786-788. Burgess, D. M. and Streissguth, A. P. (1992, Sept.) Fetal alcohol syndrome and fetal alcohol effects: Principles for educators. Kappan. 74, 1 (24-29). Chappell, K. (1995, Nov.) How the new generation changed Black and White America. Ebony 51:190+ Cobbs, L. UNICEF sounds a distress call for children in the United States. Ann Arbor News. Coffin, W. S. (1993). A passion for the possible. (Ch. 9: Career vs. Calling. 75- 83). Comer, J.P., M.D. and Alvin F. Poussaint, M.D. (1992). Raising Black children. 55-66 and 174-181. Copage, E. V. (1991) Kwanzaa: An African-American celebration of culture and cooking. NY: William Morrow. (Introduction xiii- xxiii; Nguzo Saba 73-82; Hoppin' John 188-189. Crisis Chronicle. Kids on kids' rights. Klamath Crisis Center, Klamath Falls, OR. Fox, H. (1985, September). A Tough Case. Learning85 (71-72). Gilyard, K. (1991). Voices of the self: A study of language competence. Detroit: Wayne State University Press. (Ch. 2. First Lessons. 15-26) Gordon, L. (1994, July 20). How 'welfare' became a dirty word. The Chronicle of Higher Education. Section 2, B1-B2). Haberman, M. (1991, Dec.) The pedagogy of poverty versus good teaching. Kappan, 73, 4, 290-294. Hale-Benson, J.E. (1986) Black children: Their roots, culture, and learning styles. Revised edition. Baltimore: Johns-Hopkins University Press. Hill, D. (1991, Dec.) Tasting failure: Thoughts of an at-risk learner. Kappan, 73, 4, 308-310. Hungry Mind Review Questionnaire on race: Reader responses. No. 31, Fall, 1994 (37-40) Iceberg Handouts (1992). Fetal Alcohol Syndrome: A letter from a 16 year old. Iceberg Handouts (1993, Spring). 10 common misconceptions about Fetal Alcohol Syndrome (FAS) and Fetal Alcohol Effects (FAE). Jackson, M.S. Afrocentric treatment of African American women and their children in a residential chemical dependency program. Journal of Black Studies, Vol. 26 No. 1 September, 1995, 17-30. Jenkins, T.L. Misguided "Authenticity" (editorial) American Visions: 10:4 Apr/May '95 Johnson, G. H. (1993, Dec.) No more eulogies. Essence, 24, 8, 154. Johnson, K. (1993, Dec.). Alive and well. Essence, 24, 8, 74; 83. Kilborn, P.T. (1995, Oct. 24) Michigan's welfare system: Praise amid warning signs. New York Times v 145 p. A1. Kilborn, P. T. (1995, Nov. 1) Steps taken on welfare in Michigan: Mothers face work soon after a birth. New York Times v 145, pA11. Kozol, J. (1991) Savage Inequalities. Ch. 1 Life on the Mississippi: East St. Louis, Illinois. 7-39. NY: Harper-Collins. Kunjufu, J. (1984). Developing positive self-images & discipline in Black Children. Chicago: African American Images. (Ch. 1: The politics of educating Black children. 1-14 and 20-21). Linehan, M. F. (1992, Sept.) Children who are homeless: Educational strategies for school personnel. Kappan, 74, 1, 61-66. Malveaux, J. (1993, Winter/Spring) Crisis or power struggle: The future of urban areas. The Black Scholar, 23, 1, 11-15. Needleman, H. L. (1992, Sept.) Childhood exposure to lead: A common cause of school failure. Kappan, 74, 1, 35-37. Ogbu, J. (1991). Cultural models and educational strategies of non- dominant peoples. The 1989 Catherine Molony Memorial Lecture. NY: The Workshop Center. Ogbu, J. (no date) Concept Summary: Understanding structural and cultural factors in minority students' schools adjustment. Project SERVE Advice for community volunteers. 20-20; 18-19; 14- 15. Sautter, R. (1992, Nov.) Crack: Healing the children. Kappan Special Report. Kappan, 74, 3, (K1-K12). Smitherman, G. (1977). Talkin' and testifyin': The language of black America. Boston: Houghton Mifflin. Ch. 1 From Africa to the new world and into the space age. 1-15; Ch. 2 "It bees dat way sometime." Sounds and structure of present day black English. (16-34). Takaki, R.T. (Ed.) (1993) Violence in the Black Imagination. NY: Oxford.Preface. 1-7. Vann, K.R. and Jawanza Kunjufu (1993, Feb.) The Importance of an Afrocentric, Multicultural Curriculum. Phi Delta Kappan. Weathers, D. (1993, Dec.) Stop the guns. Essence, 24,8, 70,71 (132- 137). Williams, C.B. Afrocentricity: Do or die? Essence, 32:146. Dec. 1992 Some useful journals for your final research paper: Children Today Child and Youth Care Forum Social Policy Society Educational Leadership Phi Delta Kappan The state of America's children (The Children's Defense Fund)