Offers an undergraduate major and minor, as well as a Masters and Ph.D. program.
The core curriculum model was conceived in collaboration with the National Council for Black Studies.
The Department's guiding philosophy is “African-centered in that [it] believe[s] that an understanding of the specific cultural and historical experiences of a people must guide and inform any productive analysis and interpretation of that people's past and present, and must guide any viable directives that are offered for their future.”
Department Homepage: http://www.temple.edu/AAS/

Afro-American Studies At Temple Is An Indoctrination In Afro-centrism

The Mission Statement of the Department of African American Studies notes that the Department's guiding philosophy is African-centered:

“The mission of the Department of African American Studies is to provide an intellectual arena in which students learn to critically examine, analyze, interpret and affect the experiences, traditions, and dynamics of people of African descent and by extension, develop a fuller understanding of humankind. The Department's guiding philosophy is African-centered in that we believe that an understanding of the specific cultural and historical experiences of a people must guide and inform any productive analysis and interpretation of that people's past and present, and must guide any viable directives that are offered for their future.” - http://www.temple.edu/AAS/mission_statement.htm

The Department website states that members of the faculty advance Afrocentric theory:

“Departmental faculty have won numerous awards for both the quality and amount of published scholarship that consistently advances Afrocentric normative theories, work for which Temple’s DAAS is recognized internationally as the site of authority in Africana Studies.” - http://www.temple.edu/AAS/dept_facts.htm

Mary Lefkowitz’ Criticism of “Afrocentricty”

Mary Lefkowitz is the Andrew W. Mellon Professor in the Humanities at Wellesley College. In her book Not Out of Africa, Lefkowitz characterizes “Afrocentricty” as the teaching of “myths disguised as history.” A perspective that grew largely from George M. James's book Stolen Legacy, and advanced by the teachings of Temple University professor Molefi Asante, Afrocentricity makes the claim that African culture has been ignored by Western history, stemming back to the time of the Greek Philosophers, who Afrocentrists feel stole knowledge and tradition from the Ancient Egyptians. Lefkowitz has said, “…Afrocentrists are not content with establishing a special relationship to the ancient Greeks. Instead, they seek to remove the ancient Greeks from the important role they have previously played in history, and to assign to the African civilization of Egypt the credit for the Greeks' Achievements.” Lefkowitz’ book Not Out Of Africa is considered the principal critical work of Afrocentricty, which she believes is based on myth.

In the Introduction of her book, Lefkowitz states, “Good as the myths they were hearing may have made these students feel, so long as they never left the Afrocentric environment in which they were being nurtured and sheltered, they were being systematically deprived of the most important features of a university education. They were not learning how to question themselves and others, they were not learning to distinguish facts from fiction, nor in fact were they learning how to think for themselves. Their instructors had forgotten, while the rest of us sat by and did nothing about it, that students do not come to universities to be indoctrinated, at least not in a free society.”

The following is the conclusion of Lefkowitz' book Not Out Of Africa in its entirety:

If the notion of a Stolen Legacy is a myth, and has virtually no historical value, why should it be taught in schools and universities as history? It should not, especially since study of the myth replaces real learning about the ancient Mediterranean world and about Africa. Extreme Afrocentric "ancient history" has no place in the curriculum of schools or of universities. Appealing mythologies about the past bring satisfaction in the short run, but in the end they damage the very cause they are intended to promote. The events of this century have shown that it is dangerous to allow propaganda to usurp historical truth. Even if the group sponsoring the propaganda feels their intentions to be noble, by substituting myth for history they open the way for other groups to invent their own histories. Some of these new mythologies could harm African-Americans far more than Afrocentrist mythology could ever help them.

In the particular case of the Afrocentric myth of antiquity, not only is the myth unhistorical, it is essentially not African. As we have seen, it is a product of the same Eurocentric culture that the Afrocentrist seek to blame for the eclipse of African civilization, and for world problems generally. Most ironically, by claiming as African a myth that is fundamentally European, the Afrocentrists make Africa the source of the culture that they blame for their own troubles. Another Eurocentric feature of Afrocentrism is its concentration on Egypt. By failing to pay equal regard to other African civilizations, such as that of Nubia, the Afrocentrists appear to be judging African cultures by European standards. Egypt has always been admired by Europeans for the antiquity of its civilization and for its artistic and architectural remains. Why focus on one African nation which has won European admiration for its achievements?

Extreme Afrocentrism prevents students from learning about real ancient African civilizations. But that is just one of the dangers involved in Afrocentric myth. The notion of a Stolen Legacy is destructive in other ways as well. First of all, it teaches young students to distrust all Europeans, past and present. That is a racist approach, and like all forms of racism, both morally wrong and intellectually misleading. Are all Europeans alike? Are they one single race, and all Africans another? Anyone who has so much as glanced at a map realizes that neither Europe nor Africa is composed of one ethnicity or nation.

Another limitation of Afrocentric ancient history is that while pretending to be scholarly, it is often completely unscientific. As we have seen, there is little or no historical substance to many of the Afrocentrists' most striking claims about the ancient world. There is no evidence that Socrates, Handball, and Cleopatra had African ancestors. There is no archaeological data to support the notion that Egyptians migrated to Greece during the second millennium B.C. (or before that). There is no reason to think that Greek religious practices originated in Egypt. Even if the philosophers actually went to Egypt, they did not steal their philosophy during their visits there. The important Egyptian religious texts share only a few general common themes with the Greek philosophical writings, most of which can be found in the religious works of other ancient Mediterranean peoples.

Other assertions are not merely unscientific; they are false. Democritus could not have copied his philosophy from books stolen from Egypt by Anaxarchus, because he had died many years before Alexander's invasion. Aristotle could no have stolen his philosophy from books in the library at Alexandria, because the library was not built until after his death. There never was such thing as an Egyptian Mystery System. The notion of mysteries, or rituals of initiation, is fundamentally Greek, and such information as we have about Egyptian mysteries dates from a period when Egypt had been occupied and influenced by both Greeks and Romans. The Egyptian universities described by James and Diop never existed, except in their own imaginations, and in that of the French scholar-priest Jean Terrasson.

Because of all these inaccuracies, Afrocentrism not only teaches what in untrue; it encourages students to ignore known chronology, to forget abut looking for material evidence, to select only those facts that are convenient, and to invent facts whenever useful or necessary. It does not warn students that nations do not borrow (or steal) cultures from one another in the way that neighbors borrow cups of sugar. If the Greeks had learned their philosophy from a large theoretical literature produced by Egyptian writers, surely some trace of that literature would have remained in Egypt, and we would know the names or schools that produced it. We have a detailed knowledge of Greek literature, even though the Romans used it as the model for their own original literary creations.

Courses Required for Major

AAS	W051	Introduction to African American Studies
AAS	0052	Introduction to African American Aesthetics
AAS	0100	African Civilization
AAS	0151	Mass Media and the Black Community
AAS	0155	Introduction to Research Methods
AAS	W398	Senior Seminar

Five additional courses are needed. At least three must be above the 100 level. Two of these three upper level courses may be chosen from courses having substantial relevant content from history, sociology, political science, English, anthropology, geography and urban studies, economics, psychology, American Studies, or speech communication. Students should clear any outside courses to be used for the major with the department adviser prior to registration. Senior Seminar (W398) is the designated writing capstone in the major.

Students have contacted Academic Advising with the concerning what is the correct number of required courses. The website indicates five but it is four. Therefore, could you change this as quick as possible.

Courses Required for Minor

AAS	W051	Introduction to African American Studies
AAS	0052	Introduction to African American Aesthetics
AAS	0100	African Civilization
AAS	0155	Mass Media and the Black Community
AAS	0155	Introduction to Research Methods

Two additional courses in African-American Studies are needed above the 100 level.

Ella Forbes

Department professor Ella Forbes was a signatory to an International ANSWER letter titled “Stop Bush’s New Aggression Against Cuba”
Joined with MOVE members to help form Mothers Organized Against Police Terror (MOAPT); the group’s 2000 rally was scheduled to coincide with the International Day of Support for Mumia Abu-Jamal
She has said, “From our own experience of oppression we've developed a much greater skepticism of the government. The major media outlets are seen as just further extensions of the government and a puppet of white public opinion.”
Teaches a course on mass media and the African-American community

Department of African American Studies Courses

African American Studies Course: W051-701

Department of African American Studies

(Africalogy)

College of Liberal Arts

AAS W051-701

Introduction to Afrikan American Studies

Instructor: Karanja Keita Carroll, MA

Office: Gladfelter Hall Room 820 Email: karanja@astro.temple.edu

Office Hours: T – R, 10:00 AM – 12:00 PM Phone Number: (215) 204-2773

By Appointment

Teaching Philosophy:

As Afrikan people, our strengths are found in the creation of communities. Whether these

communities are on Broad and Erie, at Abyssinia Ancient City on South Street or the classroom, we are building Afrikan communities. Our energy, spirit and blood bond us as an Afrikan community. As an Afrikan community, during this course, we will engage many topics that will aid us in the further liberation of Afrikan people. The goal, first and foremost, is to allow these experiences to contribute in our growth and development as Afrikan people. The classroom is the community, the reading materials are our map, and

Afrikan consciousness is our guide. Let us continue the process of Afrikan liberation!

Course Purpose:

This course is a basic introduction to the discipline of Afrikan American Studies. This course introduces students to the historical, philosophical, pedagogical and ethodological basis of Afrikan American Studies. An emphasis will be placed on conceptualizing Afrikan American Studies within an Afrikan conceptual framework (ie. the Afrikan worldview) via the paradigm of Afrocentricity.

Course Objectives:

By the end of this course, students should have an in-depth understanding of the origins,

philosophical perspectives, methodologies and current arguments in Afrikan American Studies. Students will also learn the relevance of the Afrikan worldview in interpreting the experiences of Afrikans, via any subject area within the discipline of Afrikan American Studies.

Paper & Online Group Project:

Within the first month of the semester each student will be assigned a subject/content area group. Throughout the semester, we will discuss the historical, philosophical and theoretical aspects of Afrikan American Studies. The last week of the semester, on the other hand, will consist of group presentations specific to a subject/content area of the discipline (Afrikan/Afrikan American psychology, Afrikan/Afrikan American education, etc.). Further instructions and clarification will come further in the semester.

Midterm & final:

The midterm and final will consists of four – six essay questions. Each student is required to complete each question to the best their ability. Essay questions will come from the basic themes that we have dealt with throughout the course of the semester, with a slant on application and utility.

Required text available at:

Temple University Bookstore – Main Campus

Required and Suggested texts available at:

www.allblackbooks.com

www.amazon.com

Required Text:

Karenga, Maulana

Introduction to Black Studies

University of Sankore Press

ISBN: 0943412234; 3rd edition

Norment, Nathaniel (Ed.)

The African American Studies Reader

Carolina Academic Press

ISBN: 0890896402

Suggested Text:

Ani, Marimba

Yurugu: An African-Centered Critique of European Cultural Thought and Practice

Asante, Molefi Kete

Kemet, Afrocentricity and Knowledge

Azevedo, Mario (Ed.)

Africana Studies: A Survey of Africa and the African Diaspora

Diop, Cheikh Anta

Civilization or Barbarism: An Authentic Anthropology

Dubois, W.E.B.

The Souls of Black Folks

Shujaa, Mwalima (Ed.)

Too Much Schooling, Too Little Education

Woodson, Carter G.

Miseducation of the Negro

Order of Topics to be Covered:

Rkt, Sba, Kmt & Afrocentricity

The Kemitic basis for Education

Afrikan culture & worldview

Afrikan intellectualism, Afrocentricity and Africalogy

Historical basis for Africana/Afrikan American Studies

Definitions and Perspectives in Africana/Afrikan American Studies

Philosophical Approaches to Africana/Afrikan American Studies

Theoretical Approaches to Africana/Afrikan American Studies

Subject Areas in Africana/Afrikan American Studies

HTPW

Peace to All!

African American Studies Course: AAS R348-005

Temple University

Department of African American Studies

College of Liberal Arts

AAS R348-005

Dimensions of Racism

Fall 2004

Instructor: Karanja Keita Carroll, MA

Office: Gladfelter Hall Room 820 Email: karanja@temple.edu

Office Hours: TR, 11-12:30PM, T, 4-5PM Phone Number: (215) 204-2773

By Appointment

Class Meeting: 2:40 – 4:00 PM

Class Location: Anderson Hall 207

“I have to warn my students time and time again that when you enter my classes you are not going to be comfortable…I am here to make you suffer because, if you are in any class, particularly a social science class and you are comfortable, chances are that you are being lied to. It is in these classes that you must attain a confrontation with yourself, with reality and where you must attain a confrontation with the lying world that has created you in terms of who and what you are now. You must confront the nature of this beast called education, of which you are a part, and how it is going to transform you into a beast; how you then must become conscious of what it is doing to you, and against you, so that you may escape its planned destiny for you” (Wilson, 1999, p. 58).

Course Description:

This course is an upper-level Race course, which attempts to interrogate the concepts of race and racism via the discipline of Africana Studies. We will begin with a introduction to the intellectual, conceptual and social origins of Africana Studies. This will be followed be an analysis of the concepts of race and racism via Africana history, Africana philosophy, Afrikan/Black psychology and Africana sociology. An emphasis will be placed on conceptualizing Africana Studies, and the subject/content areas within it, from an Afrikan conceptual framework (ie. the Afrikan worldview).

Course Objectives:

By the end of this course, students should have an in-depth understanding of the variety of explanations concerning the origins of racism; and how people of Afrikan descent have attempted to engage the concepts of race and racism via Africana history, Africana philosophy, Afrikan/Black psychology and Africana sociology. Students will also learn the relevance of the Afrikan worldview in interpreting the experiences of Afrikans, via

the above mentioned subject areas within the discipline of Africana Studies.

Course Requirements:

Assignment Percentage

Critical Thinking Essays 25%

Quizzes 25%

Term Paper 25%

Final Exam (Take-home) 25%

Total 100%

Critical Thinking Essays:

Approximately four (4) critical thinking essays will be given throughout the semester. Each essay should run about 3-5 pages. A focus will be on summation of arguments, along with critical analysis that points out relevant strengths and weaknesses.

Class Participation:

Understanding that Afrikan people are an oral people, class dialogue is a very crucial component to classroom dynamics. Though a good portion of our class meetings will be lecture format, students are expected to discuss, question and dialogue with the instructor and classmates on a regular basis. NOTE: Though dialogue is encouraged, questions and comments must be linked to the text or subject matter. Try your best to speak from

the text.

Quizzes:

Quizzes, consisting of 5-10 questions, will be given at the end of each section. Quizzes will consist of a variety of multiple choice, fill-in-the-black, true/false, and/or short answer question(s).

Term Paper:

The term paper will be a book review. A general list will be generated for students to choose a text, but outsides books will be considered. Books, for example, should discuss such issues as racial profiling, race and the criminal (in)justice system, race and education, interracial relationships, reparations, etc. Ultimately, students are required to analyze a text which primarily focuses on the concept of race and/or racism and its

current impact upon society. In the context of this book review students will be required to contextualize their paper in the context of Africana Studies and any relevant content/subject areas. Further instructions (directions, handouts, etc.) will be given out to explain this assignment in more detail.

Final Exam (Take-home):

The final will be in the format of multiple choice, fill-in-the-black, true/false, and/or short answer question(s). Please be aware that the exam will be cumulative and it will be in your best interest to keep up with all of the assigned readings.

Grading Scale:

A: 100-95

A-: 94-90

B+: 89-86

B: 85-83

B-: 82-80

C+: 79-76

C: 75-73

C-: 72-70

D+: 69-66

D: 65-63

D-: 62-60

F: 59 and below

NOTE: Academic dishonesty (ie. plagiarism and cheating) will not be accepted in any way, shape or form. Please consult the Undergraduate Student Bulletin to find applicable definitions of plagiarism, and the subsequent ramifications for such unacademic behavior.

http://www.temple.edu/bulletin/resp_rights/responsibilities.htm

NOTE: Any student who has a need for accommodations based on the impact of a disability should contact me privately to discuss the specific situation as soon as possible. Furthermore, please contact Disability Resources and Services at 215.204.1280 in 100 Ritter Annex to coordinate reasonable accommodations for students with

documented disabilities.

Required Text:

Wilson, Amos. N.

The Falsification of Afrikan Consciousness:

Eurocentric History, Psychiatry and the Politics of White Supremacy

New York: Afrikan World InfoSystems

AAS R348-001

Dimensions of Racism – Course Packet (CP)

Required text available at:

Temple University Bookstore

Center City Campus

Course packet available at:

Docucare Copy Services

900 North Broad Street

(215) 235-8740

Order of Topics & Reading Assignments:*

Weeks 1, 2 & 3 Africana/Black Studies: Disciplinary & Philosophical Parameters

(8/31-9/16/04) Reading Assignments: CP1-6; Wilson, pp. xi-4

Weeks 4, 5 & 6 Africana History: The Initial (Fundamental) Corrective

(9/21-10/7/04) Reading Assignments: CP7-12; Wilson, pp. 7-61

Weeks 7, 8 & 9 Africana Philosophy: Ontological Ramifications of Racism

(10/12-10/28/04) Reading Assignments: CP13-15, possible additional readings

Week 10, 11 & 12 Afrikan/Black Psychology: Psychological Impact of Racism

(11/2-11/18/04) Reading Assignments: CP16-17; Wilson, pp.65-97 & 104-134

Weeks 13 & 14 Africana Sociology

(11/23-12/02/04) Reading Assignments: CP19-21

Week 15 Which way from here?

(12/7/04) Reading Assignments: NONE

The Final Exam will be administered on 12/16/04 (Thursday).

* Please be advised that reading assignments and due dates are subject to change. Furthermore,

extra reading assignments may be added to each weekly topic when and if they are applicable.

Finally, certain reading assignments, assignment due dates and other pertinent course information

can also be found on BLACKBOARD: (tuportal.temple.edu).

HTP

Peace!

African American Studies Course: AAS 118-001

Temple University

Department of African American Studies

College of Liberal Arts

AAS 118-001

Psychology of the Afrikan Experience

[Afrikan (Black) Psychology]

Fall 2003

Instructor: Karanja Keita Carroll, MA

Office: Gladfelter Hall Room 820 Email: karanja@temple.edu

Office Hours: TR 11-12:30PM; T 3-5PM Phone Number: (215) 204-2773

By Appointment

Class Meeting: TR 1:10-2:30PM

Class Location: Curtis Hall 213

created you in terms of who and what you are now. You must confront the nature of this beast called education, of which you are a part, and how it is going to transform you into a beast; how you then must become conscious of what it is doing to you, and against you, so that you may escape its planned destiny for you” (Wilson, 1999, p. 58).

Course Purpose:

This course familiarizes students with the basic concepts, ideas, arguments and theories in the area of Afrikan (Black) Psychology. This course will also include a wholistic analysis of the dominant perspectives within the field of Afrikan (Black) Psychology. Historical, social, political and cultural conditions of Afrikan people in Afrika and the Afrikan diaspora, specifically the United States of America, will also be analyzed to validate the need and necessity of Afrikan (Black) Psychology. Our foundation will come from a firm understanding of Black Studies, Black Nationalism, the Afrikan worldview and Afro/Africentricity.

Course Objectives:

By the end of this course, students should have an in-depth understanding of the basic concepts, ideas, arguments and theories in Afrikan (Black) Psychology, along with the interconnected areas of Afrikan/Black philosophy and Afrikan spirituality. Students should gain appreciation of Afrikan (Black) psychologists, their perspectives and the orientation of their research. Furthermore, students should gain an understanding and

appreciation of Black Studies as a discipline and Afrikan (Black) psychology as a subject area. Students should also gain a grounded Afro/Africentric critique of Eurocentric (Euro-American/European) psychology, relative to its applicability and/or inapplicability to Afrikan people and Afrikan psychological experiences and interpretations of behavior. Moreover, students should gain relevant knowledge to handle life problems,

experiences and conditions, as people of Afrikan descent.

Course Requirements:

The requirements for this course will consist of your class participation (critical questions & comments) and attendance, a literature review, homework (critical essays), three tests and a take-home final.

Assignment Percentage

Class Participation & Attendance 25%

Paper (Literature Review) 25%

Tests & Take-home final 25%

Homework 25%

Total 100%

Class Participation & Attendance:

Understanding that Afrikan people are an oral people, class dialogue is a very crucial component to classroom dynamics. Though a good portion of our class meetings will be lecture format, students are expected to discuss, question and dialogue with the instructor and classmates on a regular basis. It is also fully understood that some students are not talkative. These students will have to rely on the other aspects of their grade to offset the

classroom participation and attendance portion of the final grade. NOTE: Though dialogue is encouraged, questions and comments must be linked to the text or subject matter. Try your best to speak from the text.

Paper (Literature Review):

A literature review analyzes the body of literature for a particular topic. Though each student will not be able to produce an in depth literature review, the basic fundamentals will be expected of you in this project. Summarily, the literature review will consist of analysis and summarization of 7 seminal works (articles) in a particular area of Afrikan/Black psychology. Further instructions (directions, handouts, etc.) will be given out to explain this assignment.

Topic Proposals are due 10/7/03; Introductions are due 10/30/03; Article

Summaries are due 11/20/03 and the complete Literature Review will be due on 12/2/03.

Tests:

Three tests will be given throughout the course of the semester. Tests will consist of approximately 25 questions (true and false, fill in the blank and multiple choice).

Take-home final:

The final will consists of four essay questions. Each student is required to complete each question to the best their ability. Essay questions will come from the basic themes that we have dealt with throughout the course of the semester, with a slant on application and utility.

The Take-home final will be given out on 12/2/03 and

will be due no later than 12/9/03.

Homework:

Critical Essays - In order to make sure that students will be able to complete the literature review, short essays will function as a glimpse into the real project. Each essay should run about 2-4 pages. A focus will be on summation of arguments, along with critical analysis that points out relevant strengths and weaknesses.

Grading Scale:

A: 100-95

A- : 94-90

B+: 89-86

B: 85-83

B-: 82-80

C+: 79-76

C: 75-73

C-: 72-70

D+: 69-66

D: 65-63

D-: 62-60

F: 59 and below

Page 3 of 4

Attendance/Lateness Policy:

* Three absences and you have FAILED the course. Don’t press your luck.

* If the door is closed, STAY OUT! Do not bother to disturb the rest of the class.

NOTE: Please turn all pagers and cell phones off once you are in class!

NOTE: Any student who has a need for accommodations based on the impact of a disability should contact me privately to discuss the specific situation as soon as possible. Contact Disability Resources and Services at 215.204.1280 in 100 Ritter Annex to coordinate reasonable accommodations for students with documented disabilities.

Textbook available at:

Temple University Bookstore

Main Campus Student Center

Course packet available at:

Docucare Copy Services

900 North Broad Street

(215) 235-8740

Required Texts:

Azibo, Duadi Ajani Ya

African Psychology: In Historical Perspective and

Related Commentary (hereafter A)

African World Press

ISBN: 0865432937

AAS 118 – Afrikan/Black Psychology

Course Packet (hereafter CP)

Order of Topics to be Covered & Reading Assignments:

Weeks 1 & 2 Disciplines, areas of study, topics of interest

(9/2-9/11/03) Reading Assignments: CP1-3, A10-11

Weeks 3 & 4 Spiritual foundations of Afrikan/Black psychology

(9/16-9/26/03) Reading Assignments: CP4-7

Weeks 5 & 6 Historical and Political aspects of Afrikan/Black Psychology

(9/30-10/9/03) Reading Assignments: CP8-10, A1

Weeks 7 & 8 The Afrikan worldview’s impact on behavior

(10/14-10/23/03) Reading Assignments: CP11-13, A4-5

Weeks 9 & 10 Afrikan Identity and Personality

(10/28-11/6/03) Reading Assignments: CP14-18, A2

Weeks 11 & 12 Afrikan Mental Health & Personality Disorders

(11/11-11/20/03) Reading Assignments: CP19-22, A3

Weeks 13 & 14 The Afrikan worldview and the Afrikan community

(11/25-12/4/03) Reading Assignments: CP23-27, A8

Week 15 The Future of Afrikan/Black Psychology and Afrikan/Black Liberation

(12/9/03) Reading Assignments: CP28

Page 4 of 4

Please be advised that reading assignments and due dates are subject to change. Furthermore, extra reading assignments may be added to each weekly topic when and if they are applicable. Finally, reading assignments, assignment due dates and other pertinent course information can always be found on:

BLACKBOARD (tuportal.temple.edu).

HTP

Peace!

RateMyProfessors.com Remark Regarding Karanja Keita Carroll

(The professor of the three preceding courses)

Karanja is very one sided. He sees things from his own persepective (sic). If you disagree with anything he says, he attacks you with a vengeance. As for paper, write what he thinks. You will easily get a B with grammatical errors if you do this. He doesn't teach. He expects the class to always have something to say. Hey Just Teach the Damn Class!

http://www.ratemyprofessors.com/ShowRatings.jsp?tid=778526

African American Studies Course: AAS 415

(course taught by Molefi Asante)

Course Syllabus

Department of Africology
Temple University, Philadelphia, Pennsylvania

Office Hours: TUTH 10-12
Preferably by Appointment
Room Gladfelter Hall 615A
Class Meets: Gladfelter Hall 614

Tuesdays 4:40 to 7:10

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AAS 415 Egyptian Language and Culture Course Description

This is a graduate level discourse on the language and culture of ancient Kemet. Ancient Egyptian Language and Culture is not strictly a language course but rather an Afrocentric experience in ferreting out the interstices between language and action in a Nile Valley culture. Since we have an abundance of material, more written documents and scripts than ever produced by any ancient civilization, we are constrained by the generosity of the ancient Egyptians and must be selective in dealing with the corpus. Therefore, I have chosen to deal with selected trans-generational concepts that can be found in the Archaic as well as the Middle and New Kingdoms. This is not strictly a Middle Egyptian intensive although we will use Faulkner for some of our discussions. The work of Dr. Troy Allen on Egyptian Kinship Systems will be used as well as the work of Dr. Mohammed Garba on the relationship of the Vulture-glyph to other African languages. Did the Eurocentric Egyptologists make a mistake? Special attention is given to the philosophical concepts (Dr. Cynthia Lehman’s work on ancient Egyptian rhetoric) and ethical bases (Dr. Maulana Karenga’s work on Maat) of the Kemetic culture. An Afrocentric methodology applicable to an Africological interpretation of cosmological, epistemological, axiologicial and aesthetic phenomena is demonstrated through linguistic, historical, comparative, and ethical data. Students completing this course should have a general overview of the history of ancient Kemet, an appreciation of the major cultural achievements of early Kemet in terms of language development and dissemination throughout the Nile Valley; knowledge of the basic glyphs, and an appreciation Kemet’s place as one of the classical civilizations of Africa.

Students are challenged to explore the various dimensions of ancient Kemetic culture from the standpoint of the readings and the discussions in class. Special attention is given to the relationship between Kemet and other African civilizations as expressed in literature and through experience.

Required Texts

Sir Alan Gardiner, Egyptian Grammar. Oxford: Ashmolean Museum, l994, Third Edition.

Faulkner, Middle Egyptian.

Molefi Kete Asante, The Egyptian Philosophers: Ancient African Voices from Imhotep to Akhenaten. Chicago: African American Images, 2000.

Theophile Obenga, African Philosophy in the Context of World History. Princeton: Sungai Books, l996.

Molefi Kete Asante and Abu Abarry, African Intellectual Heritage. Philadelphia: Temple University Press, 1996.

September 7-December 14
FOUNDATIONS

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It is important that Kemet be placed in its African context otherwise almost none of the concepts that we discuss in this course will make any sense to you as they did not make any sense to many of the early European Egyptologists. Indeed, as we shall see, many contemporary European writers on Kemet have little understanding of what they see because they have refused to see Kemet for what it was, an African civilization. Students will be introduced to the Rosetta Stone, Champollion’s success in deciphering, the rush by Maspero, Breasted, and others to reject the implications that the Egyptians were Africans, and the principles of the writing system. After completing this segment you should be able to explain in detail the types of Kemetic writing according to the received view as well as to discuss alternative views of the language.

Kemet in the African Context: The term Kmt, meaning and implication of the Black Land

European Egyptology and the Stealing of African Culture

The Idea of Writing/An African Idea?

Types of Writing in Ancient Kemet

Mdu Ntr or Hieroglyphics: The Beginning of the Problem

The Vulture-glyph: A or L?

Sedjem F and other Key Rules

Transliteration: Reading and Writing

Consonant Sign List

Development of Aesthetics and the Arrangement of Signs

Determination and Precision of Language

Direction of Writing and the Importance of Person

Making God Divinity: The Plurality of Things

COSMOLOGICAL

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The Kemetic conception of the neter anchors the entire cultural system. This discussion will include a cluster of deities during each lecture-discussion. You must have read Theophile Obenga by now or else you will find yourself outside of the worldview we are building in this class. I expect you to master the glyphs for each neter, be able to explain the spiritual principle and demonstrate knowledge of the cultural implication of each neter.

ATUM

PTAH

AMEN

AUSAR

AUSET

SET

NEBHET

KHEPERA

KHNUM

SOBEK

SOKER

ATON

EPISTEMOLOGICAL

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What is truth or how does one prove anything becomes a key to understanding reality. But what did the Kemetic people want to know? How did they prove anything? What are the implications of their epistemology for the world today? A demonstration of ancestral wisdom was central to discovering power and truth. They were a demonstrative people. How did the ancient Kemetic people demonstrate their relationships to each other and to the divine? What is the language used?

The King as Divine

Son of God

Daughter of God

Nebty

Heru Nomen

Neb Pet

Ancient of Days

Imhotep

Names of the King

Ren

Khunanup

Khufu

Hm Ntr

Mes

AXIOLOGICAL

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What values constitute the soul of the society? Since all societies develop a set of governing values what are the core elements in the ancient society? How do you explain the inexplicable and if you do, what do you have in the end? Show how Maat works in relationship to holding the universe together. What are the central features of Karenga’s approach to Maat? Explain his conceptualization of the seven aspects of Maat.

Fertility

Resurrection

Reciprocity

Harmony

Joy, Expansion of Heart

Peace

Truth

Becoming, Being

Stability, Sanity

Health

Life, Eternal Life

Old, Adoration

AESTHETIC

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Students are not only introduced to the idea of the good and beautiful but challenged to discover in contemporary societies the new meanings of these terms in order to compare and contrast them with Kemet. What is the Yoruba expression, the Akan expression, or the African American expression of the good and beautiful? We shall have a discussion on the Afrocentric conception of the aesthetic within the ancient model. What are the earliest evidences of polyrhythms and polycentricities? Can Iwa be seen in the notion of the good and the beautiful in ancient Kemet.

Nefer

Nefertari

Neter Nefer

Maa

Kha

Hrw

Maat

Good God Almighty!

Beloved

Waset

Akh

Pehty

Bennu

Benben

Iwnw

Hotep

Wsr

Now that we have completed this course you know more than you knew before but none of us knows a whole lot about this very complex society. We know the things that we have researched and studied, but we do not know all the ways those ideas, concepts, and attitudes worked in the actual environment at the time. We can speculate and learn from our speculation how wonderful are the creations of human beings, but even so we are left breathless by the enormity of the ancient African classical civilization. Hotep, Seneb, and Djed!

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Other courses of note in the African American Studies Department without syllabi

Course: 0050. Afrocentricity (3 s.h.) F S.

An introduction to the theories and methods of Afrocentricity. Discussion of cultural, scientific, historical, and psychological consciousness. Critique of African world-voice by examining Pan Africanism, Negritude, and African Nationalism.

Course: W054. Politics of Colonization: An Introduction to the Politics of the Black World (3 s.h.) Core: WI.

Fundamentals of the political reality of Blacks in Africa, the U.S., and the Caribbean; basic concepts, approaches, and methods in politics; Black politics as a reaction to colonization and its legacy; and colonialism, the basic concept. Dealt with in terms of definition, motivating factors, methods, effects, and ramifications.

Note: This course is a prerequisite for all political science courses that are to be applied to the major.

Course: 0070. Urban Black Politics (3 s.h.) F S.

This course is about black political activity in the city. It will examine the socio-historical condition of blacks in the city; the city within the larger political arena; the nature of urban politics; and the place and future of blacks in urban politics with a particular emphasis on Philadelphia.

Course: 0118. Psychology of the African American Experience (3 s.h.) S.

Examines contemporary perspectives and research on the African experience in America and the relationship of that experience to social and psychological functioning among African Americans. The course also examines the origins of some of the traditional psychological theories about persons of African descent, and examines emerging theories shaped by new perspectives.

Course: 0257. Black Social and Political Thought (3 s.h.) S.

The thoughts and philosophies of Black leaders as they relate to the struggle of Black people for liberation from Booker T. Washington to Karenga, Nkrumah to Mugabe.

Course: R348. Dimensions of Racism (3 s.h.) F. Core: RS.
Syllabus

The course will explore interracial relationships from an Afrocentric conceptual framework. It will look at the various theoretical approaches to prejudice and will analyze the prejudiced personality. The course will examine the historical growth of racism and thought as well as seek explanations and examine the effects of racism on African Americans.

Course: 0378. Special Topics (3 s.h.) F S SS.

Section 002 - The African American Gay, Lesbian & Bisexual Experience - introduces students to the experiences of lesbians, gays and bisexuals of African descent through ethnographic, historical, psychological, sociological and African-centered perspectives. Topics include: 'queer theory,' heterosexuality, Afrocentricity and the African American homosexual and bisexual, politics of Black sexual identity, Black feminism, racism within the white homosexual community, HIV/AIDS epidemic and the Down Low (DL) lifestyle.

Section 003 - Introduction to Black Women's Studies –Synthesizes the Black female phenomena relative to race, gender, class, and homophobia as they relate to Black women worldwide. Examines Black feminist, womanist, Africana womanist, and African feminist theories.

Section 004 - The Black Male - Examination of the Black male within the present social system. Examines the Black male role in the ghetto and street culture; the status and role performances of Black fathers; examines historical and contemporary myths about the psychology and biology of African American males.

Section 005 - Hip-Hop and Black Culture - examines hip-hop and its relation to African American culture not as a mode of entertainment, but as a medium of communication. The historical, socio-economic, and musical/aesthetic contexts from which hip-hop emerged will be analyzed.

Women’s Studies Program

Offers an undergraduate major and minor and Certificate of Specialization.
Offers a minor in Lesbian, Gay, Bisexual and Transgender Studies.
Promotes such speakers as Prostitute/porn star turned sex guru, Annie Sprinkle, and miriam cooke, who gave a talk titled, “ Women’s Jihad before and after 9/11.”
Offers such courses as “Introduction to Feminist Studies,” “Gender, Race, and Ethnicity in America United States,” and “Gender, War, and Society”
Program Homepage: http://www.temple.edu/womenstu/

Courses of note in the Women's Studies Program without syllabi

Course: C051/X051. Introduction to Women's Studies (3 s.h.) F S. Core: C051: IN; X051: IN and WI.

An interdisciplinary course covering a variety of perspectives on women and gender. Emphasis on women in American society with consideration of special conditions of women in third world societies. Studies the central institutions of gender-including family, sexuality and love, the sexual division of labor, the ideology of femininity, and the structural basis of this ideology - women's social roles, and symbolic representations of women in culture. Special emphasis on class and racial differences and similarities.

Course: R152/H195. The Politics of Diversity (3 s.h.) F. Core: RS and WI.

What does cultural diversity mean to you? To some of us, it is an attempt to forge a new definition of pluralism and community in American culture. To others, it is an opportunity to re-examine American life based on new concepts about race, gender, and class. To others it implies the abandonment of the Western intellectual tradition. Some see it as a way to avoid dealing with racism in the United States by focusing attention on women, gays, the disabled, and white ethnic and religious minorities. This course will examine the current debate about diversity. We will focus our attention on cases that have been part of the controversy.

Course: 0157. Gender, War, and Society (3 s.h.)

Cross Listed with History 0157 .

In wartime, the traditional organization of society is often radically altered to meet the pragmatic and ideological needs of triumphing in the ongoing conflict. Ideas about gender - i.e., how masculinity and femininity are defined - are frequently subject to radical revision in the context of a society at war. This course examines the European and, to a lesser extent, the American experiences of war during the two World Wars and the intervening twenty-year period, to understand how war and ideas of gender are related. Using both primary and secondary source materials, as well as films about World Wars I and II, the course looks at the experiences of men and women on the front lines and on the home front, those who participated in the wars and those who resisted them, those who benefited from war and those who participated in the wars and those who resisted them, those who benefited from war and those who were its victims. The course examines not only how wartime experiences construct and revise ideas about gender, but also how the rhetoric of gender is often used to further wartime aims.

Course: 0212/W212. Gender, Race, Class and The City (3 s.h.) F. Core: W212:WI.

Cross Listed with Geography and Urban Studies 0212/W212.

This course will focus on the relationships among gender, “race,” class, and urban spaces of the twentieth century U.S. cities. The course will explore how urban spaces reflect and perpetuate different relations of power, inequality, and identity. How does urban space reflect and reinforce unequal power relations? How do multiple and contradictory identities shape one’s experience of the city? How are contemporary debates about the city imbued with racialized, gendered and classed meanings? Focus will be on housing (suburbanization, gentrification, and homelessness), economic restructuring and poverty, welfare policy, and urban social movements.

Course: 0235. Sexuality and Gender (3 s.h.) F.

Cross Listed with Sociology 0246.

This is a historically oriented course focused on competing views of sexuality, in particular, essentialist theories and those which take a social constructionist approach. The first part of the course will lay the groundwork for the analysis of particular areas of sexuality by focusing on the transition from 19th century views of sexuality to the 20th century and on the learning of sexual scripts. The second part of the course will apply these perspectives to a variety of issues including rape, pornography, abortion, and prostitution.

Course: 0237. Gay and Lesbian Lives (3 s.h.) S.

In this course we will read autobiographical accounts (memoirs, essays, diaries, and poems) in which a significant portion of the narrative focuses on same-sex erotic attraction and/or gender difference, identified in contemporary society by the label Lesbian/Gay/Bisexual/Transgender/Intersex or the generic (and contested) Queer. The works were selected both to examine how gay and lesbian lives have been defined and altered over the course of the last sixty years and to provide a perspective of national, ethnic, religious, and racial diversity. Our main focus in the classroom will be discussion of these texts and their contexts. The classroom will be augmented by a research assignment focused on a "gay or lesbian" life we have not examined together in class.

Course: 0261. Women and Politics (3 s.h.) S.

Cross Listed with Political Science 0302.

The women's movement and its implications for public policy. The role of politics and political philosophy in restraining women's opportunities; an examination of the ideological roots of feminism; present discrimination in the workplace; and women as political activists.

Course: 0281. Gender, Race, and Ethnicity in America United States (3 s.h.)

Cross Listed with History 0281.

Women's history has come of age during the last two decades. There is now recognition that there is no universal women's experience, rather American women come from diverse racial and ethnic, as well as cultural backgrounds. Therefore women's experiences must be examined within the larger context in which they have functioned. Utilizing the full context of American history from the colonial period to 1980, this course will explore the various ways in which gender, race, and ethnicity, along with other aspects of identity, have shaped the lives and experiences of women in the United States. It will examine the complex relationships between the construction of personal identities, the material realities of women's lived experiences, and cultural and ideological systems and social institutions. Of necessity we must look at the bonds and conflicts among women and between women and men. Issues of race, gender, and ethnicity must be addressed within the context of American Women's history.

Course: 0400. Introduction to Feminist Studies (3 s.h.)

This course provides a general introduction to students interested in the interdisciplinary field of Women's Studies as well as in applying feminist methods of research, analysis and practice in their own disciplines.

Course: 0500. Seminar in Feminist Research (1-3 s.h.)

Students will present research on topics related to gender and feminist theory. Discussions depend on common readings on what constitutes feminist research and focus on an analysis and critique of the papers presented.

Department of Geography and Urban Studies

Offers a B.A. in Geography and Urban Studies, an M.A. in Geography, and an M.A. in Urban Studies

Courses examine “a wide range of important topics and issues such as poverty, employment, housing, community health and welfare, international urbanization, land use policy, and geographic information technologies.”

Leftwing feminist Melissa Gilbert is a professor in this department

Department Homepage: http://www.temple.edu/gus/

Department of Geography and Urban Studies Courses

GUS R055

Urban Society: “Race,” Class, and Gender in the City

GUS R055, Section 001

Course Reference 030019

Temple University

Fall 2004

Class Meeting: Tue/Thu, 10:10 a.m- 11:30 a.m., Gladfelter Hall L021

Instructor: Professor M. Gilbert, Department of Geography and Urban Studies

Teaching Jeff Carroll, Department of Geography and Urban Studies

Assistants: Gladfelter Hall 225

E-mail jcarroll@temple.edu

(Please use R055 in the subject line)

Todd MacDonald, Department of Geography and Urban Studies

Gladfelter Hall 225

E-mail tmacdona@temple.edu

(Please use R055 in the subject line)

Course Objectives:

1. To introduce students to the major concepts and frameworks used in understanding U.S. urban issues;

2. To introduce students to the concepts of "race," gender, and class, how they intersect, and how they vary over time and space;

3. To examine U.S. urbanization as the spatial expression of economic, social, and cultural forces operating historically and contemporarily at the international, national, regional, and local scales;

4. To discuss the significance and centrality of "race," gender, and class to U.S. urban development; and

5. To explore how contemporary urban issues such as poverty, employment, and immigration are based on assumptions about "race," gender, and class in order that students can better evaluate debates surrounding these issues.

This course fulfills core requirements in Studies in Race and Individual and Society.

Course Texts:

Rothenberg, P. ed. 2004. Race, Class, and Gender in the United States: An Integrated Study. Sixth Edition. New York: Worth Publishers. (This text is referred to in the syllabus as RCG.)

All other readings are in a course reader that can be purchased at the bookstore.

All readings are required.

SYLLABUS

(Subject to Revision)

Date Topic of Lecture

Readings/Handouts/Films/Assignments

8/31 Introduction to Class

9/02 The Social Construction of “Race”: Racism and White Privilege

 RCG[1][1] Omi, M. and Winant, H. "Racial Formations" pp.12-21.

 RCG McIntosh, P. "White Privilege: Unpacking the Invisible Knapsack “pp.188-192.

 RCG Tilove, J. “Racial Relations Becoming More Complex Across Country” pp.155-160.

 RCG Sethi, R.C. "Smells like Racism" pp.143-154.

 RCG Tatum, B.D. “Defining Racism: ‘Can We Talk’” pp. 124-131.

 Gallagher, C. “White Racial Formation: Into the Twenty-First Century” In R. Delgado and J. Stefancic 1997 (eds.) Critical White Studies: Looking Behind the Mirror. Philadelphia: Temple University Press, pp.6-11.

9/07 The Social Construction of Gender and Defining Racism and Sexism

 RCG Lorber, J. "The Social Construction of Gender" pp. 54-65

 RCG Hubbard, R. “The Social Construction of Sexuality” pp.65-68.

 RCG Johnson, A. “Patriarchy” pp.165-174.

 RCG Frye, M. "Oppression" pp.174-178.

 RCG U.S. Commission on Civil Rights "The Problem: Discrimination" pp.213-223

 RCG “Census 2000 Shows America’s Diversity” pp336-337

 RCG “America 2000: A Map of the Mix” pp. 338-339.

9/09 The Social Construction of Class Inequalities and “Race,” Gender, and Class as Interlocking Systems

 RCG: Marable, M. “Racism and Sexism” pp. 160-165.

 RCG: Mantsios, G. "Class in America—2003 pp. 193-207.

 RCG: Sklar, H. “Imagine a Country--2003” pp. 276-285.

 RCG: Mantsios, G “Media Magic: Making Class Invisible” pp. 560-568.

 RCG: Ryan, W. “Blaming the Victim” pp. 574-583.

 RCG: Pharr, S. “Homophobia as a Weapon of Sexism” pp. 178-187.

 RCG: Macedo, D. and Bartolome, L. “Language, Culture and Reality” pp. 584-593.

9/14 Historical and Geographical Changes in the System and Cities and the Internal Structure of Cities: WWII to the present.

Handout

 Adams, C. et al. 1991. "The Legacy of the Industrial City" In C. Adams et al., Philadelphia: Neighborhoods, Division, and Conflict in a Postindustrial City. Philadelphia: Temple University Press, pp.3-29.

Short Assignment Announced

9/16 Class is cancelled but TA’s will be available to assist with short assignment

9/21 Internal Structure of U.S. Cities: Institutional Racism

 Bullard, R. and Feagin, J. 1991. "Racism and the City" In M. Gottdiener and C. Pickvance, eds., Urban Life in Transition. Newbury Park: Sage, pp.55-76.

 Lipsitz, G. 1998. The Possessive Investment in Whiteness: How White People Profit from Identity Politics. Philadelphia: Temple University Press, pp.1-23 (Chapter 1: The Possessive Investment in Whiteness.

 Davis, M. 2000. Magical Urbanism: Latinos Reinvent the US City. London: Verso, pp.91-102, pp.111-118. (Chapter 9: Falling Down and Chapter 10: Education Ground Zero).

 RCG: Pugh, T. “Minority Health Care Found Lacking” pp.256-257.

 RCG: Lindsay, J. “Study Finds the Nation’s Public School Districts are Resegregating by Race” pp.257-258.

 RCG: AAUW “Are America’s Schools Leaving Latina’s Behind?” 261-263.

 RCG: Butterfield, F. “Racial Disparities Seen as Pervasive in Juvenile Justice” pp.224-225.

 RCG: “’White’ Names Give Job Seekers an Edge’” p. 226.

 “Chinatown is Choking” Philadelphia Inquirer. February 15, 2004.

9/23 Internal Structure of U.S. Cities: Institutional Racism

In class film "Back to the Movement 1979-1983" from the series EYES ON THE PRIZE

Handout: Study Guide

9/28 Internal Structure of U.S. Cities: Institutional Racism

Discussion of film

9/30 Internal Structure of U.S. Cities: Class Inequalities

§  Squires, G. 1996. "Partnership and the Pursuit of the Private City" In S. Fainstein and S. Campbell, eds., Readings in Urban Theory. MA: Blackwell Publishers, pp. 266-290.

§  RCG: Crenshaw, A. “Colleges Out of Reach for Low-Income Students” 259-261.

SHORT ASSISGNMENT DUE AT THE BEGINNING OF CLASS

10/05 Internal Structure of U.S. Cities: Gender Inequalities

 Appleton, L. 1995. "The Gender Regimes of American Cities" In J. Garber and R. Turner, eds., Gender in Urban Research. CA: Sage, pp.44-59.

 Ritzdorf, M. 2000. “Sex, Lies and Urban Life: How Municipal Planning Marginalizes African American Women and Their Families” In K. Miranne and A. Young, eds., Gendering the City: Women, Boundaries, and Visions of Urban Life. Lanham MD: Rowman and Littlefield, pp.169-181.

10/07 "Race,"Class, and Gender: Explaining Suburbanization

 RCG: Loven, J. “America’s Impossible Dream: A House.” Pp.254-255.

 RCG: Brodkin, K. “How Jews became White Folks.”pp.38-53.

 Dreier, P., Mollenkopf, J., and T. Swanstrom. 2001. Place Matters: Metropolitics for the Twentyfirst Century. Kansas: University of Kansas Press, pp. 92-132. (Chapter 9: The Road Not Taken: How Federal Policy Promoted Economic Segregation and Suburban Sprawl).

10/12 Midterm Review

10/14 MIDTERM EXAM

CONTEMPORARY URBAN ISSUES

10/19 Globalization/World Cities

 Rodriguez, N. 1995. "The Real 'New World Order': The Globalization of Racial and Ethnic Relations in the Late Twentieth Century" In M.P. Smith and J.R. Feagin, eds., The Bubbling Cauldron: Race, Ethnicity, and the Urban Crisis. Minneapolis: University of Minnesota Press, pp. 211-225.

 Davis, M. 2000. Magical Urbanism: Latinos Reinvent the US City London: Verso, pp.38-49. (Chapter 4: The Latino Metropolis)

10/21 Globalization/ Economic Restructuring/Employment

 Painter, J. 1995. "The Regulatory Sate: The Corporate Welfare State and Beyond" In R. Johnston, P. Taylor, and M. Watts, eds., Geographies of Global Change. MA: Blackwell, pp.127-143.

 Adams, C. et al. 1991. "Economic Erosion and Growth of Inequality" In C. Adams et al., Philadelphia: Neighborhoods, Division, and Conflict in a Postindustrial City. Philadelphia: Temple University Press, pp.30-65.

10/26 Globalization/ Economic Restructuring/Employment

In class film “Roger and Me”

Handout

10/28 Globalization/ Economic Restructuring/Employment

Discussion of “Roger and Me”

11/02 Globalization/World Cities/Economic Restructuring/Immigration

In class film “El Norte”

Handout: Study Guide

 RCG Jimenez, F. “The Circuit” 367-371.

 Massey, D. 2004. “The New Immigration and Ethnicity in the United States” In M. Mobasher and M. Sadri (eds.) Migration, Globalization, and Ethnic Relations: An Interdisciplinary Approach. NJ: Pearson/Prentice Hall pp. 117-132.

 Marable, M. 1994. "Building Coalitions among Communities of Color: Beyond Racial Identity Politics" In J. Jennings, ed., Blacks, Latinos, and Asians in Urban America: Status and Prospects for Politics and Activism. Westport: Praeger, pp.29-43.

11/04 Globalization/World Cities/Economic Restructuring/Immigration

In class film “El Norte”

11/09 Globalization/World Cities/Economic Restructuring/Immigration

Discussion of film and related readings

11/11 Urban Labor Markets/Occupational Segregation by Sex and Race

 RCG National Committee on Pay Equity "The Wage Gap” 307-315.

 RCG Equality at Work Remains Elusive” pp.227-230.

 Waldinger, R. 1995. "When the Melting Pot Boils Over: The Irish, Jews, Blacks, and Koreans of New York." In M.P. Smith and J.R. Feagin, eds., The Bubbling Cauldron: Race, Ethnicity, and the Urban Crisis. Minneapolis: University of Minnesota Press, pp. 265-281.

11/16 Urban Poverty: Nature and Extent of Poverty and Welfare

 RCG Pear, R. “Number of People Living in Poverty Increases in the US” pp. 286-288.

 RCG: Conley, D. “Being Black, Living in the Red: Wealth Matters” pp. 297.

 RCG: Newman, K. “What Scholars Can Tell Politicians about the Poor” pp. 325.

11/18 Urban Poverty: Debates about Causes: The “Underclass” Debate

 RCG: Gans, H. "Deconstructing the Underclass" pp. 103-109.

 RCG: Ryan, W. “Blaming the Victim” pp.574-583.

11/23 Poverty: The Conservative and Liberal Positions

 Murray, C. 2000. The Two Wars Against Poverty” In C. Pierson and F. Castles eds., The Welfare State Reader. Cambridge: Polity Press, pp. 96-106.

 Mead, L. 2000. “The New Politics of the New Poverty” In C. Pierson and F. Castles eds., The Welfare State Reader. Cambridge: Polity Press, pp. 107-117.

 Wilson, W.J., 1987: Chapter 7 "The Hidden Agenda" in W.J. Wilson. The Truly Disadvantaged. Chicago: University of Chicago Press.

11/30 Poverty: Debates about Causes and Solutions: The Radical Position

 Sidel, R. 1996. "The Enemy Within" In Ruth Sidel Keeping Women and Children Last: America's War on the Poor. New York: Penguin Books, pp. 1-32.

 Fainstein, N. 1996. "Race, Class, and Segregation: Discourses about African Americans" In S. Fainstein and S. Campbell, eds., Readings in Urban Theory. MA: Blackwell Publishers, pp. 216-245.

RCG: Hout, M. and S. Lucas “Narrowing the Income Gap between Rich and Poor” pp. 620-625.

 RCG: Malveaux, J. “Still at the Periphery: The Economic Status of African Americans” pp. 291-296.

Final Review Questions Announced

12/02 Urban Social Movements and Visions of Future Cities

In class film “Poverty Outlaw”

Handout: Study Guide

 RCG: Ayvazian, A. “Interrupting the Cycle of Oppression: The Role of Allies as Agents of Change” pp. 598-604.

 RCG: Birch, S. “Sweats and Tears: A Protest is Sweeping U.S. Campuses to End the Use of Sweatshops to Produce College Endorsed Clothes” pp. 614-616.

 RCG: Myerson, H. “A Clean Sweep: The SEIU’s Organizing Drive for Janitors Shows How Unionization Can Raise Wages” pp. 624-631.

12/07 Final Review

12/14 Final Exam 8:30 a.m.-10:30a.m.

Discover The Networks Profile for Gilbert

Melissa Gilbert is an associate professor of geography and urban studies in the department of Ethnic Studies at Temple University. Gilbert's academic interests run to such political sub-specialties as “feminist geography” as well as “feminist and critical race theory.” Also listed among Gilbert's areas of expertise are political advocacy initiatives disguised as scholarship. These include Gilbert's zeal for “labor and community organizing,” and her affinity for “economic empowerment.”

In this context, a faculty webpage reveals that Gilbert's scholarly research is framed around her enthusiasm for political “social action,” and suggests that Gilbert sees her role as a political activist and a professional educator as one and the same. It notes, for instance, that “because she is interested in social change, and the role of academics and research in this process, she has utilized social action research as part of a broader feminist methodology.”

Toward this end, Gilbert is an exponent of what she calls “service learning.” In practice, this amounts to a sustained effort to inculcate political activism in university students by providing them with “opportunities to participate in community activist organizations,” and exposing them to “contexts for supporting community and grassroots efforts at social transformation.” In a 2004 academic paper expounding the putative merits of this approach, Gilbert explained that it “positions social action at the center of academic projects.”

Chief among these projects is Gilbert's ongoing campaign, born of her leftwing preference for an expansive welfare state, to oppose welfare reform. In 1998, for example, Gilbert attempted to establish a service learning program in the Department of Geography and Urban studies at Temple “to document human rights violations related to welfare reform.” It is a measure of her success that the “research” that current Temple students are assigned to conduct is aimed primarily at confirming Gilbert's assertion that work requirements “reduce the ability of [welfare] recipients to pursue educational goals” and, against all logic, that seeking employment makes it difficult for “poor women [to] attain economic self-sufficiency.” Programs that fuse academics and leftwing activism pose some “ethical problems,” Gilbert concedes. Nevertheless, she advocates “moving beyond course by course learning approaches.” The reason, according to Gilbert, is that “these types of programs…help mitigate the unequal power relations between the university and the community.” Going still further, Gilbert asserts that her preferred approach of politically motivated research should be a “cornerstone of [university students’] educational development.”

Evidence suggests it is already the cornerstone of Gilbert's courses. Visibly geared toward political activism, Gilbert's courses are permeated with her longtime belief that American society is fundamentally racist and discriminatory, especially toward women. For instance, in one recent academic article, Gilbert, papering over abundant evidence to the contrary, asserted that “most women are in sex-segregated occupations with the attendant low wages and lack of opportunity for advancement.” A kindred perspective informs her course “Urban Society: ‘Race,’ Class and Gender in the City.” The course begins in tendentious fashion, with a section called “The Social Construction of ‘Race’: Racism and White Privilege,” which at once forwards a politically correct theory about race and showcases Gilbert's bigoted penchant for fingering whites as the root causes of American social ills. Picking up a classic theme of radical feminism, the course next makes a case for the “Social Construction of Gender.” Assigned readings uniformly reinforce that scientifically illiterate, false supposition. Another section of the course alleges that the “internal structure” of American cities is “institutional racism.” Having advanced at length the objectionable notion that American society suffers from ubiquitous racism and countless forms of discrimination, Gilbert's course offers a remedy in the form of an unabashedly “radical position” for transforming society in accordance with Gilbert's politics.

A similarly activist spirit pervades Gilbert's course “Urban Policy Analysis.” The course starts from the dubious premise that unjust urban policies in the United States are culpable for the fact that “resources and power are unequally distributed by ‘race,’ class, gender, and geography.” A thorough discussion of public policy issues is conspicuously absent from the course's agenda. Instead, students are expected to concentrate on a narrow political goal: designing policies that will realize Gilbert's vision of a radically egalitarian society. As a syllabus for the course notes, “We will also explore what kinds of policies and/or political action might result in a more equitable distribution of power and wealth.”

Gilbert's other course on urban policy, “Modern Urban Analysis,” is no more comprehensive. The course is billed as an instruction in those “dominant accounts of scientific inquiry” which supposedly “explain urban processes.” In fact, as a course syllabus attests, the only modes of scientific inquiry acknowledged by Gilbert are the perennial favorites of radical academics: “positivism, Marxism, feminism, critical race theory, and postmodernism.”

Yet another course taught by Gilbert, “Poverty and Employment in the Changing Urban Economy,” takes a more overtly radical line. For instance, it apportions the blame for poverty to globalization and privatization. Comprised entirely of readings that rail against efforts to reduce the size of the welfare state and applaud opponents of welfare reform, the course promises to introduce students to “the ways in which poor people have been organizing against the attacks on their economic and human rights.”

Not limiting herself to students at Temple, Gilbert has sought to promote her decidedly radical views of urban studies at other universities. In September of 2004, for instance, she delivered a keynote address at a Buffalo University workshop called “Urban Racial-Justice Scholarship: Sharpening the Methodological Cutting Edge.”

RateMyProfessors.com Remarks Regarding Gilbert

http://www.ratemyprofessors.com/ShowRatings.jsp?tid=561583

“Class was a bore, teacher showed feminist bias. Would not recommend in the least!”

“Racism and Sexism are only one sides. She is one of the biggest feminists I know. Her class is so easy. Oh and if you're a white male, you can't ask her a question, she yelled at me after class for asking test structure. Shes hypocritical and a HUGE Feminist. Very bad teacher.”

“The subject material that she teaches really does reflect her views. Here's a tip for the quizzes, use your common sense cause that's basically what you're graded on.”

“Wow... she's so bias... apparently for all intents and purposes racism and sexuality run one way from white to black and from male to female. She defines things to "back up" her version of events. Do not take her.”

Another student’s comment about Gilbert

A student has said the following about the course:

“I am currently a sophomore at Temple University and can testify to the radical agenda of many profs who are over the line. I had one class this semester (which I have since dropped) in which the professor compared, amongst other things, not allowing gays to marry and homophobia to the Nazi holocaust and fear of Jews which killed over 11 million people. The professors are out of control... These are the definitions of racism and sexism given in that same class, RO55 URBAN SOCIETY: \"RACE,\" CLASS, AND GENDER at Temple University by Professor Melissa Gilbert, Department of Geography and Urban Studies...

’Racism: involves more than prejudice against people of color, it involves the subordination of people of color by white people.’

’Sexism: involves more than prejudice against women, it involves the subordination of women by men.’

She obviously has an agenda that she is pushing as well as ‘flipping out’ if anyone challenges her in class. It seems ridiculous to me that I am REQUIRED by the university to take this class, as it is not presented in an unbiased fashion and does not allow descending opinions. I cannot prove, but I will assert that students who do speak against her in class receive lower grades than those who just go along with her little game and don't challenge what she says.”

Course of note in Geography and Urban Studies without syllabus

Course: W212. Gender, Race, Class, and the City (3 s.h.) S. Core: WI.

Cross Listed with Women's Studies W212.

This course will focus on the relationships among gender, "race," class, and urban spaces of contemporary U.S. cities. The course will explore how urban spaces reflect and perpetuate different relations of power, inequality, and identity. How do multiple and contradictory identities shape one's experience of the city? How are contemporary debates imbued with racialized, gendered, and classed meanings? Topics include housing (suburbanization, gentrification, and homelessness), economic restructuring and poverty, welfare policy, and urban social movements.

Other courses of note with Syllabi

Sociology R059

Sociology of Race and Racism

Fall, 2004

Tuesday and Thursday, 11:40—1:00

Barton A140

Professor Anne B. Shlay

Office: 755, Gladfelter Hall

Office Hours: Tuesday and Thursday: 10:00-11:40 or by appointment

Telephone: 215-204- 7931

Email: Anne.Shlay@temple.edu

Teaching Assistant: Dan Ohlemiller

Office: Gladfelter 721

Office Hours: Tuesday and Thursday: 1:00-2:30 or by appointment

Telephone: 215-204-1244

Email: arise@temple.edu

Course Description

In the U.S., racial and ethnic diversity is a source of national pride and part of a national identity. But racial and ethnic differences are also sources of divisions and conflicts. Americans celebrate the tremendous diversity of groups in the U.S. At the same time, the hostile and often violent treatment of particular groups is a source of national shame. If race and ethnicity are the ties that bind us, race and ethnicity are the characteristics the divide us.

And despite our ideological bowing to the richness of diversity, most Americans experience of diversity is limited to the occasional meal at Taco Bell, listening to mainstream rap on the radio, reading about crime in some unfamiliar part of town, buying a commemorative stamp about someone famous at the post office, watching television, or going to a mall. This superficial experiencing of diversity is basically common for most racial and ethnic groups.

In the U.S., we think we know race and ethnicity because we can see different skins colors, hear different languages, and have been told that our “people” came from either here or there. But this type of knowledge is really ideology – a set of ideas that come from a particular social vantage point, not truth per se. And it is the sociology of race and ethnicity that can add layers of understanding about ever changing ideas about difference and identity.

The existence of this ideology that defines race also gives cultural legitimacy for race relations including racial and ethnic inequality. A social hierarchy defined by race and ethnicity validates patterns of privilege and disadvantage, and therefore, makes race and ethnic inequality seem both appropriate and valid. Race and ethnic inequality appear natural, normal, and taken for granted. Race ideologies perpetuate social and economic inequality among racial and ethnic groups.

In this class, you will learn about the construction of racial and ethnic identities, the roots of different forms of prejudiced thinking, the historical record on discrimination, immigration trends and policies as fuel for more inclusive or discriminatory practices, and how religion and ethnicity have blended to create a new racial concept – Whiteness. We will examine selected racial and ethnic groups in the U.S. including Native American Indians, African Americans, Latinos, Asians, and Jews. Along the way, we will continue to examine the concept of White privilege as it evolves with the changing status of these different groups. Along this analytical and historical journey, we will hopefully let go of preconceived but erroneous perceptions of race and ethnicity and come away with how these differences are socially constructed and politically utilized for the gains of some at the expense of others. And while learning about our less than perfect racialized world, we will also study policies and recommendations that can be tools for reducing racial and ethnic inequality and for promoting informed tolerance for difference.

Books

There are three books required to purchase for this class. Any other material will be found online at the class blackboard site. The following books are available at the Temple University bookstore.

Racial and Ethnic Groups (9^th edition). 2004. Richard Schaefer. Upper Saddle River, NJ: Prentice Hall

Rethinking the Color Line: Readings in Race and Ethnicity. (2^nd edition). 2004. Charles A. Gallagher. New York: McGraw Hill.

White Privilege: Essential Readings on the Other Side of Racism. 2002. Paula S. Rothenberg. New York: Worth.

Web Sites

The web site for the text book (Racial and Ethnic Groups) is http://www.prenhall.com/schaefer/. I will be providing you with information about and access to other different web sites over the course of the semester.

	Part I: Conceptual and Historical Foundations
Dates	Topic	Readings	Movies
8/31, 9/2, 9/7	Race and Ethnicity: Where Does It Come From and What Does It Mean?	Schaefer, Chapter 1 Harris, Marvin. “How Our Skins Got Their Color” (in Rethinking the Color Line) Omi, Michael and Howard Winant. “Racial Formations” (in Rethinking the Color Line) Feagin, Joe and Clairece Booher Feagin. “Theoretical Perspectives in Race and Ethnic Relations” (in Rethinking the Color Line) Dyer, Richard. “The Matter of Whiteness.” (in White Privilege)	Movie: Race: The Power of an Illusion
9/9, 9/14, 9/16 Quiz 9/14	Prejudiced Thoughts: What Are They and Where Do They Come From?	Schaefer, Chapter 2 Blumer, Herbert.” Race Prejudice As a Sense of Group Position.” (in Rethinking the Color Line) Merton, Robert K. “Discrimination and the American Creed” (in Rethinking the Color Line) Bonilla-Silva, Eduardo. “Racialized Social System Approach to Racism” (in Rethinking the Color Line) Wildman, Stephanie M. and Adrienne D. Davis. “Making Systems of Privilege Visible.” (in White Privilege)	Movie: Mickey Mouse Monopoly
Dates	Topics	Readings	Movies
9/21, 9/23	Discrimination: Roots and Consequences	Schaefer, Chapter 3 Feagin, Joe R. “The Continuing Significance of Race” (in Rethinking the Color Line) Lipsitz, George. “The Possessive Investment in Whiteness: Racialized Social Democracy” (in Rethinking the Color Line) Blank, Rebecca M. “An Overview of Trends in Social and Economic Well-Being, By Race.” (in Rethinking the Color Line) McIntosh, Peggy. “White Privilege: Unpacking the Invisible Knapsack” (in White Privilege)

Dates

Topics

Readings

Movies

10/5, 10/7

Quiz 9/30

Immigration to the USA: The Coming Together of Us, Them and Those People

Schaefer, Chapter 5

Zhou, Min. “The Changing Race of America: Immigration, Race/Ethnicity and Social Mobility.” (in Rethinking the Color Line)

Waldinger, Roger. “When the Melting Pot Boils Over: The Irish, Jews, Blacks and Koreans of New York.” (in Rethinking the Color Line)

Steinberg, Stephen. “Why Irish Became Domestics and Italians and Jews Did Not.” (in Rethinking the Color Line)

Waters, Mary C. “Ethnic and Racial Identities of Second-Generation Black Immigrants in New York City” (in Rethinking the Color Line)

Barrett, James R. and David Roediger. “How White People Became White.” (in White Privilege).

Movie: Out of Ireland: The Story of Irish Emigration to America

Dates	Topics	Readings	Movies
	Part II: Historical and Contemporary Analyses of Different Racial and Ethnic Groups in the U.S.
10/12, 10/14	Religion, Ethnicity and Whiteness	Schaefer, Chapter 5 Waters, Mary C. “Optional Ethnicities: For Whites Only?” (in Rethinking the Color Line) Dalton, Harlon. “Failing to See.” (in White Privilege)
10/19, 10/21, 1026 Midterm 10/19	The Only Non-Immigrant Americans: Native American Indians	Schaefer, Chapter 6 Wilkins, David E. “A Tour of Indian Peoples and Indian Lands.” (in Rethinking the Color Line) Jensen, Robert. “White Privilege Shapes the U.S.” (in White Privilege)

Dates	Topics	Readings	Movies
10/28, 11/2, 11/4 Quiz 11/4	Forced Migrants: African Americans	Schaefer, Chapter 7 and 8 Zinn, Howard. “Drawing the Color Line.” (in Rethinking the Color Line) hooks, bell. “Representations of Whiteness in the Black Imagination.” (in White Privilege) Lewis, Justin and Sut Jhally. “Television and the Politics of Racial Representation.” (in Rethinking the Color Line). Kozol, Jonathan. “Savage Inequalities.” (in Rethinking the Color Line) Massey, Douglas S. “Residential Segregation and Neighborhood Conditions in the U.S.” (in Rethinking the Color Line) Neckerman, Kathryn M. and Joleen Kirschenman. “We’d Love to Hire Them But…”: The Meaning of Race for Employers.” (in Rethinking the Color Line) Bullard, Robert D. “Environmental Justice in the 21^st Century: Race Still Matters.” (in Rethinking the Color Line) Lapchick, Richard E. “The New Racial Stereotypes.” (in Rethinking the Color Line) Davis, Angela Y. “Race and Criminalization: Black Americans and the Punishment Industry.” (in Rethinking the Color Line)	Movie: Rosewood Massacre Movie: The Rodney King Incident: Race and Justice in America
Dates	Topics	Readings	Movies
11/9, 11/11, 11/16	Diversity and Differences I: Latinos	Schaefer, Chapter 9 and10 Rodriguez, Clara E. and Hector Cordero-Guzman. “Placing Race in Context.” (in Rethinking the Color Line) Lichter, S. Robert and Daniel R. Amundson. “Distorted Reality: Hispanic Characters in TV Entertainment.” (in Rethinking the Color Line) Wise, Tim. “Membership Has Its Privileges: Thoughts on Acknowledging and Challenging Whiteness” (in White Privilege) Camarillo, Albert M. and Frank Bonilla. “Hispanics in a Multicultural Society.” (in Rethinking the Color Line) Foley, Neil. “Becoming Hispanic: Mexican Americans and Whiteness.” (in White Privilege) Reiman, Jeffrey. “…And the Poor Get Prison.” (in Rethinking the Color Line) Cole, David. “The Color of Punishment.” (in Rethinking the Color Line)	Movie: The Blending of Culture: Latino Experience in America Movie: Issues of Latino Identity: The Yearning to Be…
Dates	Topics	Readings	Movies
11/18, 11/23 Quiz 11/18	Diversity and Differences 2: Asians	Schaefer, Chapter 11,12 Espiritu, Yen Le. “Asian American Panethnicity: Bridging Institutions and Identities.” (in Rethinking the Color Line) Matthaei, Julie and Teresa Amott, “Race, Gender, Work: The History of Asian and Asian-American Women.” (in Rethinking the Color Line) Wu, Frank. “The Changing Face of America: Intermarriage and the Mixed Race Movement.” (in Rethinking the Color Line)
11/30, 12/2	American Jews or Jewish Americans: Identity and Controversy	Schaefer, Chapter 13 Brodkin, Karen. “How Jews Became White Folks.” (in White Privilege)

Dates

Topics

Readings

Movies

12/7

Prospects and Policy: Ideas about Reducing Racial Discrimination, Prejudice, and Inequality and Eliminating White Privilege

Wilson, William Julius. “When Work Disappears.”

Oliver, Melvin L. and Thomas M. Shapiro. “Getting Along: Renewing America’s Commitment to Racial Justice.” (in Rethinking the Color Line)

Gallagher, Charles A. “Ten Simple Things You can Do to Improve Race Relations.” (in Rethinking the Color Line)

Kivel, Paul. “How White People Can Serve as Allies to People of Color in the Struggle to End Racism.” (in White Privilege)

Sociology R064

Section 006 (Ref#078419): American Ethnicity

Spring 2004

M, W, F 12:40-1:30pm

Tuttleman 303AB

Instructor: Prof. Kim Goyette

Email: kgoyette@temple.edu Office hours: M, W 2-4, T 10-12 or by appointment

Office phone number: 204-0134 737 Gladfelter Hall

Description of the course:

In this course, we explore the social phenomenon of ethnicity in the United States. We discuss various ways of conceptualizing ethnicity, and how race and ethnicity are related. We explore the histories of specific ethnic groups in the United States, focusing on their methods of incorporation into the country. We also look at how ethnicity shapes our lives – our opportunities and our outlooks.

Course goals:

Introduce students to the concept of ethnicity and how it is used in the U.S.

Briefly acquaint students with the histories of different ethnic groups in the U.S.

Equip students with an understanding of how ethnicity has impacted and continues to impact important areas of life, such as work, residence, and education.

Suggest contemporary dilemmas in ethnic relations.

Sharpen students’ skills to critically evaluate contentions about ethnicity.

Prompt students to think about their own ethnicity and its effects on their life chances and outlooks.

Readings for the course:

Three books and are available for purchase by students. The following books are available at the Temple University bookstore in the student activities center (13^th and Montgomery):

Steinberg, Stephen. 1989. The Ethnic Myth: Race, Ethnicity, and Class in America. Boston: Beacon.

Takaki, Ronald. 1994. A Different Mirror: A History of Multicultural America. Little Brown and Company.

Gallagher, Charles, ed. 1004. Rethinking the Color Line: Readings in Race and Ethnicity, second edition. Boston: McGraw Hill.

The above books are also available on reserve at the Paley Library reserve desk.

Website: A website for this course will be created using the program Blackboard. It can be accessed at http://tuportal.temple.edu. A hand-out will be given out explaining this early in the semester. Please check this site at least once a week for course announcements and reminders, assignments, and class presentations.

Students with Disabilities:

Any student who has a need for accommodation based on the impact of a disability should contact me privately to discuss the specific situation as soon as possible. Contact Disability Resources and Services at 215-204-1280 in 100 Ritter Annex to coordinate reasonable accommodations for students with documented disabilities.

Course requirements:

All students are expected to attend every class, do the assigned reading, and participate actively in discussions. Other requirements for the course include four discussion papers, a midterm, a final exam, and a paper exploring students’ ethnicity.

Class Attendance: Each student will begin the course with twenty points for class participation. After a student misses more than three classes, a point will be deducted for each additional class that is missed unless doctor’s notes or similar evidence for a legitimate absence is produced. Class attendance will be determined according to a sign-up sheet. Five additional points will be awarded to those who actively participate in class discussions and seek additional contact with me during office hours.

Discussion papers: These papers are intended as an opportunity for you to engage the issues in your readings. Choose one issue from the readings (not from class discussion) and write an essay either supporting or refuting it. You may illustrate your case with personal examples, other readings, reports in the news, etc. This is not a summary of the readings. . These papers will be graded on a 4 point scale with a 4 corresponding to an A, a 3=B, 2=C, and 1=D. Papers graded 3 and 4 are those that evaluate an issue, 1 or 2 will be given if you simply summarize the reading. You will have the opportunity to rewrite one of these papers (and one only) if you choose. Reaction papers should be two or more pages in length, with 1 inch margins, and 12 pt. or 10 pt. font. Two reaction papers must be turned in before the midterm (due dates are indicated in the course schedule) and two are turned in before the final (indicated in the course schedule).

Midterm: Will be a one-hour essay and short-answer exam evaluating your knowledge and understanding of the course material (lectures, readings, and discussions in section) up until March 21.

Final: Will be an essay and short-answer exam evaluating your knowledge and understanding of the cumulative course materials, though emphasis will be on the second half of the course.

The final will be on May 7 from 11am-1pm in our classroom, Tuttleman 303AB0.

Ethnicity Paper: For this 7-10 page paper, trace your own ethnic roots. Interview your parents, grandparents, or other relatives to discover how your ancestors (or report how you yourself) came to the U.S. Discuss experiences with settlement and incorporation into the U.S. How were your ancestors (or you) received by other Americans? How did you or your relatives assimilate? What cultural traditions have been maintained? How did or does your ethnicity affect your or your relatives’ life chances? How does it affect your view of yourself? Place your ancestors’ or your own immigration and settlement experiences within a historical context, comparing your experiences with accounts of your ethnic group from two sources outside of the class readings. More detailed guidelines about this paper will be distributed several weeks into the course. Papers should be double-spaced in 10 pt. to 12 pt. font with 1 inch margins on all sides.

Grading: Class attendance and participation (10%), discussion papers (20%), midterm (15%), final exam (25%), and paper (30%).

Late assignments and make-up exams will not be accepted unless accompanied by written documentation of reasons for the delay (doctors’ notes, for example). No incompletes will be given in this class.

***Plagiarism or cheating in any form will not be tolerated and will be dealt with swiftly according to university policy.***

Reading Guides: Prior to each week’s readings you will be given a list of questions to help you identify the main issues in your readings and to prompt you to think about your own views on these issues. These questions are not intended as homework, but rather as thought-provoking study guides. Questions for the midterm and final will be derived from these guides. These guides will also be used to stimulate class discussions.

Course Schedule and Readings

G refers to the articles in the Gallagher text.

Jan. 21, 23 What is ethnicity? Introduction to the course.

Feagin and Feagin, “Theoretical Perspectives in Race and Ethnic Relations.” (G)

Steinberg, Preface and Introduction.

Jan. 26, 28, 30 What’s race and what’s ethnicity? The complex relationship between ethnicity and race.

Harris, “How Our Skins Got Their Color.” (G)

Omi and Winant, “Racial Formations.” (G)

Feagin, “The Continuing Significance of Race: Antiblack Discrimination in Public Places.” (G)

Zinn, “Drawing the Color Line.” (G)

Feb. 2, 4, 6 Brief histories of Native Americans and Hispanic Americans.

Wilkins, “A Tour of Indian Peoples and Indian Lands.” (G)

Camarillo and Bonilla, “Hispanics in a Multicultural Society: A New American Dilemma?” (G)

Steinberg, Chapter 1.

Takaki, Chapters 2 and 7.

**** Discussion paper #1 is due on Friday, Feb. 6 of this week. ****

Feb. 9, 11, 13 Brief histories of White ethnic groups and African and Black Americans.

Waters, “Optional Ethnicities: For Whites Only?” (G)

Waters, “Ethnic and Racial Identities of Second-Generation Black Immigrants in New York City.” (G)

Takaki, Chapters 3 and 6.

**** Ethnicity paper guidelines are distributed. ****

Feb. 16, 18, 20 Brief histories of Asian Americans and other contemporary immigrant groups.

Espiritu, “Asian American Panethnicity: Bridging Institutions and Identities.” (G)

Suleiman, “The Arab Immigrant Experience. “ (G)

Takaki, Chapter 8

Feb. 23, 25, 27 Theories of incorporation into U.S. society and the early settlement experiences of various ethnic groups in the U.S.

Takaki, Chapters 5 and 9.

**** Discussion paper #2 is due on Friday, Feb. 27 of this week. ****

March 1, 3, 5 How does race/ethnicity affect life chances? Race/ethnicity, class, and work.

Takaki, Chapter 11.

Steinberg, Chapters 3 and 6.

**** Midterm review March 1.****

****Midterm will be held on March 3.****

Mar. 8, 10, 12 Spring Break.

Mar. 15, 17, 19 Race/ethnicity, class, and residence.

Massey, “Residential Segregation and Neighborhood Conditions in U.S. Metropolitan Areas.” (G)

Steinberg, Chapter 4.

Mar. 22, 24, 26 Race/ethnicity, class, and education.

Kozol, “Savage Inequalities.” (G)

Steinberg, Chapters 5 and 9.

Mar. 29, 31 & Apr. 2 Race/ethnicity and gender.

Matthaei and Amott, “Race, Gender, and Work: The History of Asian and Asian-American Women.” (G)

Newman and Ellis, “’There’s No Shame in My Game: Status and Stigma among Harlem’s Working Poor.” (G)

Apr. 5, 7, 9 A contemporary racial and ethnic portrait of the U.S.

Blank, “An Overview of Trends in Social and Economic Well-being by Race.” (G)

Zhou, “The Changing Face of America: Immigration, Race/Ethnicity, and Social Mobility.” (G)

**** Discussion paper #3 is due on Friday, April 9 of this week. ****

Apr. 12, 14, 16 How does race/ethnicity affect our relationships and our ideas about ourselves? Ethnicity, assimilation, intermarriage and identity.

Schumann, Steeh, Bobo, and Krysan, “The Complexity of Race Relations.” (G)

Bonilla-Silva, “Racialized Social System Approach to Racism.” (G)

Wu, “Tha Changing Face of America: Intermarriage and the Mixed Race Movement.” (G)

Root, “Ten Truths of Interracial Marriage.” (G)

Apr. 19, 21, 23 Ethnic conflict and coexistence in the contemporary U.S.

Waldinger, “When the Melting Pot Boils Over: The Irish, Jews, Blacks, and Koreans of New York. “ (G)

Steinberg, Chapter 10 and Epilogue.

**** Ethnicity paper is due on Friday, April 23 of this week. ****

Apr. 26, 28, 30 What is our ideal? Discussions about the future of ethnic relations in the U.S.

Gans, “The Possibility of a New Racial Hierarchy in the Twenty-First Century United States.” (G)

Oliver and Shapiro, “Getting Along: Renewing America’s Commitment to Racial Justice.” (G)

Steinberg, Chapter 2.

***Discussion paper #4 is due on Friday, April 30 of this week. ****

May 3 Final Exam Review

May 7 (11am-1pm) Final exam.

Freshman Seminar 50

Section 608

Fall Term, 2002

WF 11:40-12:30, 105 Curtis Hall

Course Reference Number: 015-994

Faculty Instructor:

Daniel P. Tompkins

Director, Intellectual Heritage Program

204-4900; 204-2359 (fax)

pericles@astro.temple.edu

Office hours: MWF 9-10:30 and by appointment

Undergraduate Peer Instructor:

Daniel Bove

dbove@temple.edu

Course Information and Policies

Course goals: This course is intended to help smooth the transition to college by familiarizing you with Temple's administrative and academic services and resources. It will also acquaint you with the expectations university faculty of their students, and introduce you to skills that will help you perform effectively. We intend to build your skills in time management, exam preparation, oral presentations, computer usage, writing and other topics, and to support your work in Math 55 (taught by Robert Klessel) and Psychology 60 (recitation taught by Kristin Roblyer).

The assigned texts are:

Robert S. Feldman. Power Learning. Strategies for Success in College and Life. Second Edition. Boston: McGraw-Hill, 2002.

Eric Schlosser. Fast Food Nation. The Dark Side of the All-American Meal. N.Y.: Houghton Mifflin, 2001.

Course Requirements:

Grading in this Course: This is a one-credit course with a letter grade that will be based on your class perfomance, papers, oral presentations, and other assignments. To receive a grade you must complete the Paley Library skills workbook.

The final grade will be computed on the basis of:

Written work (short papers, other exercises): 25%

Class participation: 30%

Includes weekly e-mail response papers

Attendance: 15%

(missing more than three classes will affect grade)

Oral presentations 25%

Completion of library skills workbook 5%

Teachers: This course is team-taught by Dr. Tompkins and by Daniel Bove, who will share all important decisions about course structure and content, as well as grading.

Special Features: This course is part of a Learning Community, and is linked with Mathematics 55, section and Psychology 60, section. A major emphasis here will be in supporting your work in those two classes.

Assignments: Class members will be asked to submit weekly short response papers (about 100 words long) to Blackboard for this class, with the first one due September 22 (after we’ve had Blackboard training). These are required but will not be graded. They are your opportunity to comment on Temple courses, social life or other activities in the week you’ve just completed.

There will be two technology training sessions in 201 Tuttleman Writing Center (the computer training room at the back of this area), on Blackboard and other computer needs, on Friday and Wednesday, September 20 and 25.

Date	Day		Assignment	Assignments
Sept. 4	W		Introduction; Ice breaker What to expect from this course What to expect from other courses How to use the bookstore Introductions including DPT and DB
6	F	Time management Prepare for "Scavenger Hunt": Assign teams Assign sites Describe exercise		Read Feldman, Ch. 2; Try It #5
11	W	Note Taking		Read Feldman, Ch. 4, Try It # 2 and 3
13	F	Scavenger Hunt presentations		Bring to class: notes on last Psych 60 lecture this week
18	W	Begin to discuss Fast Food Nation. Eric Schlosser, author of Fast Food Nation, will appear on campus at 1p.m. Please attend if you can. 2 events in Anderson 17: Book signing for students, 12:45 - 1:15 Discussion 1:30 - 3:00		Read Fast Food Nation, ch. 3, pp. 59-88.
20	F	Computer Laboratory Session: Click here to go to the session Blackboard Temple Mailbox Choosing an e-mail address 201 Tuttleman Hall, rear computer room.		First Response Paper to Blackboard Discussion Board due Sunday, Sept. 22: comment on Fast Food Nation reading and on Eric Schlosser presentation (ungraded, 100 words)
25	W	Computer Laboratory Session: Power Point 201 Tuttleman Hall, rear computer room.		Read Fast Food Nation, ch. 5, pp. 111-131.
27	F	Reading Comprehension (based on Fast Food Nation ch. 5) Author vs. Reader Activity?? Discuss Banner Contest		Feldman, Ch. 6, Try It #1 and 6 Blackboard submission to Digital Drop Box; due Sunday, Sept. 29: What happened last week?
Sept. 30- Oct.7		Banner Contest: Now Showing		Details to follow…
Oct. 2	W	Math and Science Resource Center presentation
4	F	Writing College Papers: Kathy Malone, IH Writing Coordinator BANNER CONTEST: Contest is Tuesday, Oct. 8		Feldman, Ch. 7, pp. 169-188, Try It #2. Blackboard Discussion Board due Sunday, Oct. 6: What happened last week?
9	W	Spring Schedule Tutorial Reasons to pick a major Build Your Schedule How To Use Owlnet
11	F	Test Taking: Mid-term preparation class Organize for Freshman Focus Week		Feldman, Ch. 5, Try It #2 Blackboard Discussion Board due Sunday, Oct. 13: What happened last week?
16	W	Freshman Focus Week: Go to an event as a team and report on what you learn (schedule attached)		Read: Read Fast Food Nation, ch. 7, pp. 149-165.
18	F	NO CLASS TODAY (Attend a Freshman Focus Week activity instead) Mission Statement Life Goals College goals and objectives		Blackboard Discussion Board due Sunday, Oct. 20: What happened last week?
23	W	Team Reports on Freshman Focus Week		Feldman, Ch. 3, Try It 5
25	F	Guest presentation: Professionalism (Jeffrey Montague, School of Tourism and Hospitality)		Blackboard Discussion Board due Sunday, Oct. 27: (See the Discussion Board for question)
30	W	Speaking before a Group Follow up on time management		Feldman, ch. 7, pp. 188-200.
Nov. 1	F	No class		Blackboard Discussion Board due Sunday, Nov. 3: What are you learning about Schlosser as you prepare for your team report?
6	W	Fast Food Nation Team Reports
8	F	Fast Food Nation Team Reports		Blackboard Discussion Board due Sunday, Nov. 10: Question to be posted
13	W	Diversity		Feldman, Ch. 12, Try It #1 and 2; Journal reflection Pg. 313
15	F	Evaluations and discussion

Freshman Seminar 0051

Learning for the New Century

Section 613

Mondays and Wednesday 9:40 – 10:30

Instructor: Josilyn Temple Co-Instructor: Rachel Owl

Academic Adviser, DUS Junior, Dance Major 113 Curtis Hall phone number optional

215-204-1937 Rachel@email

josi@email Mondays before class, by appt. Office hours: M-F 8:30 – 5:00, by appointment

Course Introduction

Freshman Seminar is one-credit course that introduces first- year students to the purposes of higher education and to the skills needed to use information technology and academic resources successfully in college and also the workplace. Many of the topics covered in this course not only apply to your growth as student, but also to your social and professional development. There are no pre-requisites or co-requisites for this course.

Course Philosophy and Goals

This course takes students at the point they are at in terms of their self-awareness and study skills and helps them discover and practice the knowledge and tools necessary to grow academically and socially. There are four categories of knowledge in the course:

Self-knowledge

Academic and career knowledge

Skill and resource knowledge

Interpersonal knowledge

The Freshman Seminar course goals are to:

Enhance students’ intellectual and social development

Address transition to college issues, including time management, stress management and study skills

Practice academic vocabulary ("Temple Talk")

Identify key offices and support services within the university

Explore goal setting and major/career exploration based on students’ values and areas of interest

Assess learning styles

Encourage personal and social responsibility

Promote personal health and wellness

Promote collaborative learning and group work

Practice collaborative learning through in-class small group work

Assess students’ "group personalities" and their strengths and weaknesses as team members

Participate in a group project

Practice technology applications and retrieval of information

Promote library skills and information retrieval

Access web resources, including, but not limited to, Temple University web resources

Familiarize students with Temple systems (i.e. Temple e-mail, OWLnet, Temple website)

Course Policies on Attendance, Lateness and Participation

Students are expected to attend all class meetings. You are allowed one excused absence and one unexcused absence. With a third and additional absences 2 points per absence will be deducted from your grade. You are expected to have read the assigned material before class and be ready to participate in discussions and activities. Assignments are to be turned in on time. Students coming to class more than 10 minutes late may be denied participation for that day.

Expectations of instructor(s): In turn, you can expect that we will provide a classroom environment that is conducive to learning. We want you to feel comfortable expressing your opinions. We will do all that we can to make this course a positive experience for you; however, ultimately you are responsible for your own learning.

Course Textbook

The course text is The Elements of Learning by James M. Banner and Harold C. Cannon. The text is available through the Temple University Bookstore (Student Center) and can be found under the department heading "Learning Communities Freshman Seminar." Cost to students is $12.95. Instructors are welcome to supplement the assigned text with additional assigned readings. If your section is linked to a learning community, consider ways to incorporate readings from the other courses in the community.

Other required texts/resources:

Lies My Teacher Told Me (summer reading selection)

Student Handbook (provided to all students during New Student Orientation)

Temple University 2003-04 Undergraduate Bulletin (available from advising centers in October)

Disability Accommodations and Services

Any student who has a need an accommodation based on the impact of a disability should contact me privately to discuss the specific situation as soon as possible. Contact Disability Resources and Services at 215-204-1280 at 100 Ritter Annex to coordinate reasonable accommodations for students with documented disabilities.

Work / Assignments / Grading:

Weekly Reaction Paper: related to course topic, Summer Reading project, current world events, etc.

Due: Every Monday, 5 points each (50 points total, 50% of grade)

Library Skills Workbook

Due: September 30, 10 points (10% of grade)

Research Team Project: Research an office/department/service at Temple University and communicate information to class in a 10 minute, oral presentation. Provide appropriate handouts for the class (asked instructors for assistance with copying).

Due: October 29 and 31, 20 points total (20% of grade)

Lies My Teacher Told Me: Attend one of the "Lies" events listed on the summer reading website: www.temple.edu/summerreading. Write a two page summary of the event, including your views on the discussion, film, or activity.

Due: October 15, 10 points (10% of grade)

Participation: Participation is 10% of your grade. Attendance will be taken each class. See the course policy on attendance, lateness and participation.

Course Calendar

Week 1 Getting Acquainted; Course Overview and Goals; Discussion of Summer Reading

Elements of Learning, Chapter 1

Week 2 Elements of Learning: Industry and Enthusiasm (Chapters 2 and 3)

Assessing your strengths and weaknesses

Understanding your teachers’ expectations

Getting motivated

Learning to Learn

Week 3 Elements of Learning: Pleasure (Chapter 4) and Self-Discipline (Chapter 8)

*Students must also read the Student Code of Conduct (Student Handbook)

Time Management
Personal and Social Responsibility (Eating healthy, developing positive relationships, stress management, alcohol and drug awareness, and safety)

SEPTEMBER 23 Lies My Teacher Told Me author visit: James Loewen

Great Court, Mitten Hall

Book signing: 1:15 – 2:15

Discussion: 2:30 – 4:00

Week 4 Discussion of Lies My Teacher Told Me

Library skills and Information retrieval; Support Resources

Library skills workbook due.

Week 5 Elements of Learning: Curiosity, Cooperation, Honesty, and How You Learn (Chapters 5, 10, 11, 15)

Study Skills (Note taking, reading textbooks, test taking)

Working in groups

Academic honesty and plagiarism

Assessing your progress (grades)

Lies paper due.

Week 6 Study skills continued. See assignments for week 5

Week 7 Elements of Learning: Aspiration, Imagination, and What You Learn (Chapters 6, 7, 14)

*Students should bring a copy of the 2003-04 Undergraduate Bulletin to class.

o Academic planning (curricular choices, registration processes and policies)

o Career decision making (goals, values, and aptitudes)

Attend a Freshman Focus Week Workshop! For this week’s reaction paper, write a summary of the session you attended. What did you learn? How will you apply the information to your academic success?

Week 8 Elements of Learning: Civility (Chapter 9)

Campus and civic responsibility (getting involved, participating in a democratic society, dealing with others, conflict resolution)

Week 9 Group Dynamics, Presentation Skills, and Effective Communication (discussion skills, interacting with faculty and staff, resume writing, basic interviewing skills)

Week 10 Group Presentations

Week 11 Students’ Choice: Students to select a topic of interest/concern

o Course evaluations

o Closing discussions

History 184

TEMPLE UNIVERSITY

History 184 – Fall 2004

Dissent in America

Dr. Ralph F. Young

Section 001 -- M/W/F: 11:40-12:30 – Anderson 102

Office: Gladfelter 858

Office hours: MWF: 9:30-10:30; MW: 3:00-4:00; F: 2:00-3:00; and by appointment.

Telephone: (215) 204-8927

E-Mail: ralph.young@temple.edu

WebPage: http://oll.temple.edu/ryoung

I am always available for any questions or problems you might have during the semester. Please feel free to contact me at any time if you wish to set up an appointment outside of office hours.

Course Objectives: A central aspect of a democratic society is the constitutional guarantee that all citizens possess freedom of speech, thought and conscience. Throughout American history individuals and groups of people, oftentimes vociferously, marched to the beat of a different drummer, and raised their voices in strident protest. We are going to study the story and development of dissent in America. How has dissent shaped American society? Why is it that some people never “buy into” the “American Dream” perceiving it not as a Dream, but more like a Nightmare? How has dissent molded groups of people within American society and, indeed, even transformed individuals.

Areas of concentration:

Dissent during the colonial period: Mary Dyer, Anne Hutchinson, Roger Williams, native Americans.

Dissent during the early national period: Transcendentalism. The opposition to the war against Mexico. The Abolitionist Crusade. Early feminism.

Workers’ Rights.

Anti-War sentiment during the Civil War and the First World War.

The Women’s Movement: From Suffragist to Feminist.

The Struggle for Civil Rights.

The Anti-War Movement during the Vietnam War.

Cultural Dissent: The rise of a counterculture from Beatniks to Hippies.

Paramilitarism in the United States.

Contemporary dissent.

Text: R. F. Young, Dissent in America, 2 vols., Longman, (ISBN: 0321318757)

Class Procedure: There will be lectures, discussions, in-class analysis of dissenters’ own words, library and internet research, oral reports and three papers. Participation in discussions is expected and will help determine your final grade therefore good (can we hope for perfect?) attendance is essential if you expect to do well. Missing 25% of the classes will result in automatic failure.

Blackboard: Blackboard is a valuable resource for this course. Each student will be expected to log on (http://blackboard.temple.edu) at least once a week to check the announcements, discussions, course materials, links and other information that will be posted here. Your assignment for the first week of class is to create your own homepage. Write a brief autobiographical statement about yourself, your major, your interests. Be as creative as you wish—post a photograph of yourself or your cat or dog!

Competencies for History Students: In order to practice the discipline of history historians must develop many interpretive skills. The history department has created standards for the various levels of history courses. In this intermediate level course you will be introduced to some of these skills and be expected to become competent in them. These competencies are fundamental and they will be beneficial to you in whatever career you pursue:

Critically examining written materials and historical sources.

Understanding primary sources in their historical context

Analysis of multiple historical causal factors.

Identification and comprehension of historical arguments.

Formulating analytical questions about historical events.

Demonstrating the ability to write an analytical historical essay.

Developing speaking and presentation skills.

Gaining the ability to use the library and other technologically appropriate sources for research.

Persons with Disabilities: Persons with disabilities at Temple University are entitled to reasonable accommodations and academic adjustments under Section 504 of the Rehabilitation Act of 1973 that states: “...no otherwise qualified individual...shall, solely by reason of disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.” Combined with requirements from the Americans with Disabilities Act of 1990 (ADA), Temple University tries to provide equal opportunities for access to all programs, activities, and services for students and other persons with disabilities. Any student who has a need for accommodation based on the impact of a disability should contact me privately to discuss the specific situation as soon as possible. Contact Disability Resources and Services at 215-204-1280 in 100 Ritter Annex to coordinate reasonable accommodations for students with documented disabilities. For further information see Temple's Office of Disability Resources and Services: http://www.temple.edu/disability/Handbook/Noframes/noframes.html

Oral History: Each student is to interview someone (relative, friend, acquaintance, former teacher) who participated in some way in any form of activism: the civil rights movement, the anti-Vietnam war movement, the counterculture, feminism, gay pride, environmentalism, anti-Iraq war demonstrations. Often we are surprised, and deeply touched, by what we learn from these interviews. When you have transcribed your interview e-mail it as an attachment to everyone so that we’ll all have a copy of it. We will set up a schedule for anyone who would like to present their interview to the class. (This is optional.) Thus by the end of the semester our collective efforts will, in effect, be a document of primary sources. When a historian deals with primary sources s/he often finds different and conflicting views of the same event and therefore must use critical judgment in assessing and evaluating the points of view of the observers of those events. Sometimes when people look back on an earlier experience their reminiscences are not accurate, they might be glossed over or sentimentalized, or exaggerated, or even denigrated. It is the historian/interviewer’s task to interpret these first-hand accounts.

Papers: Each student will research and write three papers. Each paper is to be 3-5 double-spaced (12 font) pages. Footnotes and a Bibliography must be used. An essential part of the paper is that you must quote at least TWO relevant primary sources from the textbook or from speeches, letters, pamphlets or ephemera, published or documented by the personalities that appear in your paper. For example newspaper advertisements pertaining to the Underground Railroad or letters written by Harriet Tubman. Or songs, poems, or interviews with Bob Dylan or Allen Ginsberg.

The papers will cover the three major eras of American history: Colonial and Revolutionary America, 1600 to 1800; the 19^th Century; the 20^th Century. Begin each paper with an overview of dissent during that particular era and then go into a deeper analysis of what you believe to be the most significant dissenter(s) or movement(s) during that period. You must argue a convincing case for the person or movement you choose. The textbook contains a number of significant documents that you can quote from, but do not be confined only to the documents in the text. Check with me if you’d like to have further guidance into other sources that would elucidate the thesis you want to present.

Plagiarism: Plagiarism is the taking and using as one's own the writings or ideas of others. One of the most important purposes of a university education is to be trained to think, speak, and write more effectively, more articulately. If you hand in work that is not your own you are ultimately only cheating yourself and your own education. There is a page on the blackboard site on how to avoid plagiarism. Do not even be tempted to engage in this practice! The penalty is severe. The College of Liberal Arts policy on Academic Dishonesty is quite clear: Plagiarism and academic cheating are prohibited in CLA courses. Essential to intellectual growth is the development of independent thought and a respect for the thoughts of others. The prohibition against plagiarism and cheating is intended to foster this independence and respect. The penalty for plagiarism or cheating as a first offense is normally an F in the course in which the offense is committed. In such cases, the instructor will write a report to the Dean. The CLA Grievance Committee will adjudicate appeals made by students and serious cases, or repeat offenses, referred to the Committee by an instructor or the Dean. The Dean may recommend suspension or expulsion from the University.

Examination: The midterm and final will consist of short answer identification questions and essays.

Grading:

Class Participation, Homework & Oral Report: 15%

Mid-term: 15%

Each Paper: 15%

Final Examination: 25%

Topics & Assignments: (Subject to modification.)

Aug 30-Sep 3 Foundations of Dissent: The European Background

Dissent in Colonial America

Williams, Hutchinson, Dyer, Bacon, Native American Voices, Zenger

Dissent in America, vol I, pp. 1-47

Sep 8-13 All Men Are Created Equal?

Woolman, Adamses, Paine, Hutchinson, Shays, Mason, Murray, Tecumseh

DiA, vol I, pp 49-122

Sep 15-24 Questioning the New Republic

Indian Resistance, Reformers, Abolitionists, Feminists, Workers:

Apess, Walker, Garrison, Grimké, Emerson, Fuller, Stanton, Douglass, Thoreau

DiA, vol I, pp 125-224

Sep 17 First Paper Due

Sep 27-29 Civil War Dissenters

Vallandigham, Brownlow, Pringle, African American Soldiers, Anthony

DiA, vol I, pp 227-301

Oct 1-6 Dissent in the Gilded Age

Powderly, Wells, Lease, Jones, Populists, Wells-Barnett, Washington, DuBois

DiA, vol II, pp 27-74

Oct 8-11 Progressives and Dissent

Schurz, Bryan, Jones, Muir, Goldman, Rauschenbusch, Socialist Platform

DiA, vol II, pp 74-108

Oct 11 Second Paper Due

Oct 13 Mid Term

Oct 15-22 Conflict and Depression

Hill, LaFollette, Debs, Bourne, Garvey, Randolph, Sanger

Mencken, Goldman, Coughlin, Long, Guthrie, Dellinger, Yasui, Miller

DiA, vol II, pp 111-221

Oct 25-29 Un-American Activities

Lawson, Smith, Robeson, Seeger, Hay, Ginsberg

DiA, vol II, pp 225-256

Nov 1-5 Civil Rights

King, Malcolm, Carmichael, SDS, Friedan, Ochs, Dylan

DiA, vol II, pp 257-309

Nov 8-12 Vietnam and the Counterculture

Savio, Oglesby, Kerry, Leary, Marcuse, Hoffman, Ram Dass, Country Joe

DiA, vol II, pp 313-357

Nov 15 Oral History Project Due

Nov 15-19 Mobilization of Minorities

Redstockings, Steinem, SCUM, Stonewall, Chavez, AIM

DiA, vol II, pp 357-381

Nov 29 Third Paper Due

Nov 29-Dec 3 Environmentalism, Sexuality, Pacifism, and Militias

Abbey, ACT UP, Gay Liberation, Hill, Paterson, Kaczynski

DiA, vol II, pp 385-430

Dec 6-8 Contemporary Dissent

Rage Against the Machine, Mos Def, Public Enemy, Nader, DiFranco

AI, ELF, NION, VAIW, ACLU

DiA, vol II, pp 430-471

Dec 10 Optional Review Day

Dec 13 11:00-1:00 Final Examination

History: CO68

TEMPLE UNIVERSITY

Spring 2004

History C068

HISTORY OF THE UNITED STATES SINCE 1877

Dr. Ralph F. Young

Section 001 – MWF: 2:40-3:30 – Barton A130

Office: Gladfelter 950

Office hours: MWF: 10:45-11:30; 1:40-2:30; W: 3:40-5:30; and by appointment.

Telephone: (215) 204-8927

E-Mail: ralph.young@temple.edu

WebPage: http://oll.temple.edu/ryoung

I am always available for any questions or problems you might have during the semester. Please feel free to contact me at any time if you wish to set up an appointment outside of office hours.

Teaching Assistants:

Richard Grippaldi: Gladfelter 934 -- MWF 12:00 –1:00

rgripp@temple.edu

Anthony Hazard: Gladfelter 936 – MF 12:00-1:30

ahazard@temple.edu

James Wyatt: Gladfelter 955 -- MWF 12:00-1:00

wyattj73@hotmail.com

Texts: Jones, Wood, et. al., Created Equal, Vol. II

Course Objectives: The objective of this course is to provide an understanding of the basic currents and issues in American History since the end of Reconstruction to the present and to understand the origin of the problems and challenges that face us as we enter the 21st century.

By the end of this course you will understand:

The factors behind the rise of industrialization, the growth of Big Business and the urbanization of the United States.

The significance of the frontier in American history as well as learning to separate the realities from the myths surrounding this romantic period in our history.

The major economic problems that the United States has faced from 1877 to 1999, especially the causes and effects of the Great Depression of the 1930s.

The specific problems faced by African Americans from the end of Reconstruction to the present and how American society and government faced these problems.

The rise of the United States to a world power.

The causes and consequences of the Spanish-American War, the First World War, the Second World War, the Korean War, the Cold War and the Vietnam War.

The Affluent Society and the impact that society had on the Baby Boomers.

The struggle for Civil Rights, the Counterculture and the modern Feminist Movement.

These topics fall within the realm of four basic themes that run through our history since the Civil War:

Industrialization and urbanization

Defining the responsibility of the federal government in regulating business, the economy and our lives

Determining what role the United States should play in international affairs

The attempt to comprehend and attain the “inalienable rights” that are theoretically guaranteed to all Americans—living up to the “American Dream”

As we go through these themes you will discover that history, popular misconceptions notwithstanding, is NOT a mere catalogue of facts and dates; it is the process we use for interpreting and understanding the past. As present-day issues change so too does our understanding of the past.

You will also find that as we learn about the past we achieve a deeper appreciation for our accomplishments as a people as well as a sensitivity for the problems that the world faces today. But above all, it is in the past where we discover our own individual identity. As historian Gary Nash writes: “Historical memory is the key to self-identity; to seeing one’s place in the long stream of time. . . .” Indeed, knowledge of the experiences, the failures, the tragedies, the triumphs of our parents’ and grandparents’ generations enriches our own lives and perceptions and it is through these perceptions that we gain a deeper awareness of ourselves and our place in the world. We are each a link in the chain that ties us to the historical past.

When we read and study history we must keep in mind that we have our own preconceptions, prejudices, and philosophical outlook that has been thoroughly influenced by contemporary culture and the Zeitgeist of our society. Our personal view invariably colors everything we discover and assimilate about the past. Though we have our own moralistic ideas about the past--though we cannot help but look at the past through the tinted glasses of our own times--we must accept the challenge of making the effort to try to see things AS THOUGH WE WERE LIVING THEN. I urge you to try to get under the skin, as it were, of both the common people and historical figures of the past, and look at what they were experiencing through THEIR eyes, through THEIR understanding of the events in which they were caught up. Empathize with them--even if you do not agree with them, even if you condemn and loathe them. If you do this history will take on a deeper meaning for you and you will discover that history is not so much a “was,” as an “is.” History is an ongoing, organic process and continues to shape us as it shaped the people of previous generations.

Competencies for History Students: In order to practice the discipline of history historians must develop many interpretive skills. In this foundation course you will be introduced to some of these skills and be expected to become competent in them. These are fundamental competencies that will be beneficial to you in whatever career you pursue.

·  Basic organizational, reading, and writing skills.

·  Constructing simple essay arguments with the use of historical evidence.

·  Comprehension of continuity and change over time.

·  Knowing the difference and relationship between fact and interpretation.

·  Appreciating a variety of historical perspectives.

·  Understanding what historians do and the kinds of questions they ask.

·  Recognizing the difference between primary and secondary sources.

Class Procedure: There will be lectures, discussions, videos, oral reports and papers. Library and Internet research will make up a large part of this course. The more reading and research you do on each of the major topics the better prepared you will be for discussions and reports Student participation in discussions is expected and will help determine your final grade. Obviously excellent attendance is essential if you expect to do well. Missing 25% of the classes will result in automatic failure. If you keep up with the readings it will enhance your enjoyment of the class. Remember, this is your chance to broaden your perspectives and widen your horizons. Seize it!

Blackboard: This course is on Blackboard: http://blackboard.temple.edu All students must have a Temple e-mail account. If you don’t have one go immediately to the Help Desk in Wachman Hall. Your assignment for the first week of class is to log on to this course on the Blackboard website and create your own homepage. Write a brief autobiographical statement about yourself, your major and your interests. Be as creative as you wish--post a photograph of yourself or your cat or dog!

Blackboard is a valuable resource for this course. Each student will be expected to log on to the site at least once a week to check the announcements, discussions, course materials, links and other information that will be posted here.

Exams: There will be a mid-term and a final exam. These non-cumulative examinations will consist of short answer and essay questions.

Fiction report: Read one of the following novels and write a two-page critical analysis in which you discuss how accurately that novel reflects the reality of what people living at that time experienced. A critical analysis is NOT a re-telling of the story, but an examination of such questions as: Does the author have a particular axe to grind or is she/he striving for objectivity, historical accuracy and truth? Does the novel give you a sense of the historical period it covers? If you want to read a novel not on this list show it to me or your TA for approval.

Mark Twain, The Gilded Age

Kate Chopin, The Awakening

Stephen Crane, Maggie: Girl of the Streets

Upton Sinclair, The Jungle

Owen Wister, The Virginian

Theodore Dreiser, Sister Carrie

Ernest Hemingway, A Farewell to Arms

F. Scott Fitzgerald, The Great Gatsby

Sinclair Lewis, Babbitt

Sherwood Anderson, Winesburg, Ohio

Claude McKay, Home to Harlem

John Steinbeck, The Grapes of Wrath

Richard Wright, Black Boy

Ralph Ellison, Invisible Man

James Baldwin, Another Country

William Faulkner, Intruder in the Dust

Norman Mailer, The Naked and the Dead

James Jones, From Here to Eternity

Herman Wouk, The Caine Mutiny

Herman Wouk, War and Remembrance

Jack Kerouac, On the Road

Richard Fariña, Been Down So Long it Looks Like Up to Me

Saul Bellow, Mr. Sammler's Planet

Tim O'Brien, The Things They Carried

David Guterman, Snow Falling on Cedars

Term Paper: Your Teaching Assistant will work with you on the paper. Choose your topic in collaboration with your Teaching Assistant who will be working with you on your paper.

General Guidelines: The term paper is to be approximately 1000-1500 words (4-6 double-spaced, typewritten pages). You must use at least TWO scholarly historical works and at least one Primary Source in your paper. Your TA will help you with choosing your sources. The textbook also has a bibliography section at the end of each chapter that lists acceptable sources. DO NOT RELY ENTIRELY ON THE INTERNET! It is a Tool, not a Master. Use the Internet only as a means to discover where to look for more sources. On this course’s Blackboard site are many links to both primary and secondary historical sources that can help you.

After your preliminary research and before you begin writing submit a list of the sources you are planning to use to your TA.

“Plagiarism and academic cheating are prohibited in CLA courses. Essential to intellectual growth is the development of independent thought and a respect for the thoughts of others. The prohibition against plagiarism and cheating is intended to foster this independence and respect.

“The penalty for plagiarism or cheating as a first offense is normally an F in the course in which the offense is committed. In such cases, the instructor will write a report to the Dean. The CLA Grievance Committee will adjudicate appeals made by students and serious cases, or repeat offenses, referred to the Committee by an instructor or the Dean. The Dean may recommend suspension or expulsion from the University when warranted.”

Grading: (plus & minus system will be used)

Class Participation & Attendance : 15%

Fiction Report: 15%

Term Paper: 20%

Mid-Term Exam: 20%

Final Exam: 30%

Calendar (dates subject to modification):

Week Topics and Assignments (dates subject to modification)

1/21-30 Orientation

End of the Civil War, 1865

The Reconstruction Era, 1865-1877

The Rise of Segregation, 1877-1900

The Closing of the Frontier, 1869-1890

Industrialization and Urbanization, 1870-1900

Chapter 16 “Standardizing the Nation”

2/2-6 Gilded Age Politics, 1877-1896

Chapter 17 “Challenges to Government and Corporate Power”

2/9-11 Imperialism, 1890-1900

Chapter 18: “Political and Cultural Conflict in a Decade of Depression and War”

2/13-18 Progressivism, 1890-1912

Chapter 19: “The Promise and Perils of Progressive Reform”

2/20-25 The Great War, 1914-1920

Chapter 20: “War and Revolution”

2/27-3/3 The Twenties, 1920-1929

Chapter 21: “The Promise of Consumer Culture: The 1920s”

3/5 MID TERM

3/8-12 Spring Break

3/15-19 The Great Depression, 1929-1939

Chapter 22: “Hardship and Hope in the 1930s: The Great Depression”

3/22-26 The Second World War, 1939-1945

Chapter 23: “Global Conflict: World War II”

Fiction Report Due

3/29-4/2 The Cold War, 1945-1960

Chapter 24: “Cold War and Hot War”

4/5-9 The Fifties, 1950-1960

Chapter 25: “American Dreams and Nightmares, 1953-1963”

4/12-21 The Sixties, 1963-1972

Chapter 26: “The Nation Divides: The Vietnam War and Social Conflict”

4/23-28 Watergate, Ford and Carter, 1972-1981

Backlash: Reagan and Bush, 1981-1993

Chapter 27: “Reexamining National Priorities”

Chapter 28: “The Cold War Returns—And Ends”

Term Paper due

4/30-5/3 The Bridge to the Twenty-first Century, 1993-2001

Chapter 29: “Post-Cold War America”

Chapter 30: “A Global Nation for the New Millennium”

5/5 Optional Review for Final

5/10 2:00-4:00 -- FINAL EXAMINATION

Notes on the Required Text for the Course

Book Description:
In its comprehensive and inclusive view of American history, Created Equal provides an accurate, broad, deep, and compelling view of the nation's past. Emphasizing social history—including the lives and labors of women, immigrants, working people, and persons of color in all regions of the country—Created Equal also delivers the basics of political and economic history, thoughtfully examining the roles that all peoples have played in creating and defining those aspects of the nation's past.

Sections and subsections in the text include:

Political Corruption and the Decline of Republican Idealism

American Imperialism

Radical Politics and the Labor Movement

Marcus Garvey and the Persistence of Civil Rights Activism

Colonialism and the Cold War.

The Impact of Nuclear Weapons

Who Is a Loyal American?

White Resistance, Black Persistence.

Boycotts and Sit-Ins.

Mobilizing for Peace and the Environment

From Civil Rights to Black Power

The New Left and the Struggle Against the War

Cultural Rebellion and the Counterculture

Women’s Liberation

The Many Fronts of Liberation

“Reaganomics” and the Assault on Welfare.

An Embattled Environment

The Rise of the Religious Right.

Dissenters Push Back

The Widening Gap between Rich and Poor.

Labor Unions

The War in Iraq

History 271 – Spring 2005 – Ambler

20^th-Century U.S. History

Dr. Ralph F. Young

Section 101 – T/Th: 11:40-1:00

Office (Main Campus): Gladfelter 858

Office hours: MWF: 10:30-11:30; MWF: 1:00-3:00; and by appointment.

Telephone: (215) 204-8927

E-Mail: ralph.young@temple.edu

WebPage: http://oll.temple.edu/ryoung

I am always available. Please feel free to contact me at any time if you wish to set up an appointment outside of office hours.

Course Objectives: History 271 is an advanced undergraduate course that examines selected issues and problem areas in Twentieth Century US history, with particular emphasis on the impact of modernization, changes in the way Americans react and relate to the world around them, transformations in government policies and American attitudes and expectations regarding the roles of government in American life. In addition to examining the major political, diplomatic, economic, and social events of the century we will concentrate on the way those who felt disempowered protested against the power structure. We also will examine the discipline of History itself. Students will learn that History is not just the sum of all that happened in the past. Rather, it is a process for interpreting and understanding the past, for sorting history from myths and folklore, for coming to grips with our own unique perspectives, and for understanding how we are linked to an entity called the United States of America.

Successful students will learn to identify historical issues and to raise questions about those issues; to develop explanations (or interpretations) of important events in our recent past; to set forth and defend arguments using historical information; to provide reasoned arguments linking primary source materials to broader historical events and explanations; to explore and to clarify their personal perspectives and the way in which those perspectives affects choice and interpretation of information; to be introduced to the means by which professional historians critique the works of others; and, finally, to sharpen their written and oral communication skills in the course of learning about the recent past and in presenting their own historical findings.

Areas of concentration:

Workers’ Rights
Anti-War sentiment during the Filipino Insurrection, WWI, WWII, Vietnam, Iraq
The Women’s Movement: From Suffragist to Feminist
The Struggle for Civil Rights
Cultural Dissent: The rise of a counterculture from Beatniks to Hippies
Right Wing Dissent: From the KKK to Paramilitarism
Environmentalism.
Gay Pride, AIM, La Raza Unida

Texts: David M. Kennedy, Freedom from Fear, Oxford, ISBN: 0195144031

Paul S. Boyer, Promises to Keep, 3^rd ed., Houghton Mifflin, ISBN: 0-618-43383-X

R. F. Young, Dissent in America Since 1865, vol 2., Longman, ISBN: 0321224515

Class Procedure: There will be lectures, discussions, in-class analysis of primary sources, library and internet research, oral reports and a paper. Participation in discussions is expected and will help determine your final grade therefore good (can we hope for perfect?) attendance is essential if you expect to do well. Missing 25% of the classes will result in automatic failure.

Competencies for History Students: In order to practice the discipline of history historians must develop many interpretive skills. The history department has created standards for the various levels of history courses. In this upper level course you will be introduced to some of these skills and be expected to become competent in them. These competencies are fundamental and they will be beneficial to you in whatever career you pursue:

· Critically examining written materials and historical sources.

·         Understanding primary sources in their historical context

· Analysis of multiple historical causal factors.

· Identification and comprehension of historical arguments.

· Formulating analytical questions about historical events.

· Demonstrating the ability to write an analytical historical essay.

· Developing speaking and presentation skills.

Gaining the ability to use the library and other technologically appropriate sources for research.

Comparing varied interpretations of historical events.

Collecting and organizing historical data.

Employing primary and secondary sources to construct an historical argument.

Writing with clarity and precision.

Using standard methods of citation.

Research Project: Present the results of your research in a 7-10 page double-spaced (12 font) paper. Correct footnote and bibliography style a la the Chicago Manual of Style (Turabian) must be used. The project is an in-depth examination of a specific twentieth-century movement (e.g., civil rights, feminism, antiwar, environmentalism) with special attention to both primary sources and historiography. How have other historians’ interpretations of the topic varied over the years? The Dissent in America reader contains numerous significant documents that you can quote from, but do not be confined only to the documents (or people) in the text. Chose a topic that interests you, write a paragraph with your basic thesis statement and run this by me along with a list of possible sources.

Examination: The midterm and final will consist of short answer identification questions and essays.

Grading:

Class Participation, Homework & Oral Report: 15%

Mid-term: 25%

Research Paper: 30%

Final Examination: 30%

Topics & Assignments: (Subject to modification.)

Jan 18-20 Setting the Stage America at the turn of the Century

The Gilded Age, Populism & Imperialism

Lease, Jones, Populists, Wells-Barnett, Washington, DuBois

DiA, pp 40-74

Jan 25-27 TR and the Progressives

Schurz, Bryan, Jones, Muir, Goldman, Rauschenbusch, Socialist Platform

DiA, pp 74-108

Feb 1-3 The Great War

Hill, LaFollette, Debs, Bourne

DiA, pp 111-143

Feb 8-10 Modernism versus Traditionalism in the Roaring 20s

Randolph, Garvey, Sanger, Mencken, Hughes

DiA, pp 143-163

Kennedy, pp 1-42

Feb 15-17 Depression and the New Deal

Kennedy, pp 43-287

Feb 22-24 FDR

Coughlin, Long, Goldman, Guthrie

DiA, pp 164-188

Kennedy, pp. 288-464

Mar 1-3 World War II

Redding & Wilson, Dellinger, Yasui, Miller

DiA, pp 189-221

Kennedy, pp 465-858

Boyer, pp 1-32

Mar 8-10 Spring Break

Mar 15 Mid-Term

Mar 17 Cold War

Boyer, pp 35-127

Mar 22-24 Un-American Activities

Lawson, Smith, Robeson, Seeger, Hay, Ginsberg

DiA, pp 225-256

Boyer, pp 129-212

Mar 29-31 Civil Rights

King, Malcolm, Carmichael, SDS, Friedan, Ochs, Dylan

DiA, pp 257-309

Boyer, pp 214-262

Apr 5-7 Vietnam and the Counterculture

Savio, Oglesby, Kerry, Leary, Marcuse, Hoffman, Ram Dass, Country Joe

DiA, pp 313-357

Boyer, pp 263-320

Apr 12-14 Mobilization of Minorities and the Conservative Reaction

Redstockings, Steinem, SCUM, Stonewall, Chavez, AIM

DiA, pp 357-381

Boyer, pp 322-382

Apr 19-21 Reagan and Bush

Environmentalism, Sexuality, Pacifism, and Militias

Abbey, ACT UP, Gay Liberation, Hill, Paterson, Kaczynski

DiA, pp 385-430

Boyer, pp 384-422

Apr 26-28 Clinton and W

The Century Turns Again

Rage Against the Machine, Mos Def, Public Enemy, Nader, DiFranco

AI, ELF, NION, VAIW, ACLU

DiA, pp 430-471

Boyer, pp 425-508

May 5 Final Examination: 11:00-1:00

INTELLECTUAL HERITAGE 52

Spring 2005

Ralph F. Young

Chris Carrico, Carolyn Coulter, Lori Zett

Sections 4-9 – MW: 9:40-10:30 – BE 164

Office: Gladfelter Hall 858

Office hours: MWF: 10:30-11:30; MWF: 1:00-3:00; and by appointment

Telephone: (215) 204-8927

E-Mail: ralph.young@temple.edu

Website: http://oll.temple.edu/ryoung/

IH Website: http://oll.temple.edu/ih

I am always available during the semester. Please feel free to e-mail me, call me, or contact me at any time to set up an appointment.

Recitation Sections:

Section 4—F: 8:40-9:30—Curtis 102—Carolyn Coulter, ccoulter@temple.edu

Section 5—F: 9:40-10:30—Gladfelter 448—Carolyn Coulter, ccoulter@temple.edu
Section 6—F: 10:40-11:30—Gladfelter 441— Lori Zett, lorizett@yahoo.com

Section 7—F: 11:40-12:30—Gladfelter 449— Lori Zett, lorizett@yahoo.com
Section 8—F: 12:40-1:30—Gladfelter 613— Chris Carrico, ccarrico@temple.edu
Section 9—F: 1:40-2:30—Gladfelter 812— Chris Carrico, ccarrico@temple.edu

Texts:

Intellectual Heritage Program, Key Readings: IH52/92

Karl Marx & Friedrich Engels, The Communist Manifesto, (International)

Bruce Lapenson, ed., Uncovering Our Masks: A Freud Reader

Mukherjee, ed., The Gandhi Reader (Penguin)

Elie Wiesel, Night

Course Objectives:

Intellectual Heritage 52 is an introduction to the major thinkers and ideas from the late seventeenth century to the present. We will examine the development of the theories and values that modern societies have embraced. We will also study their impact on law and government, literature and art, science and society in an attempt to understand how they shaped our modern world.

This reading intensive and writing intensive course is designed to introduce students to texts that have profoundly shaped our perceptions of ourselves and the world in which we live. An understanding of the major intellectual influences that have helped to shape global societies deepens our self-awareness. It enables us to apply some of these ideas to everyday situations and to understand those situations in a richer context. In reading these works it is important to question and debate the issues addressed by the authors. Keep in mind that your analytic and critical skills can only develop through careful reading and systematic inquiry of the material at hand. To achieve this objective you should demonstrate an independence of mind as well as a serious approach to the readings and classroom discussions. Form your opinions based on factual knowledge and a sense of yourself while seeking to avoid, at all times, “knee-jerk” reactions to controversial issues. Be careful not to fall into the trap of merely regurgitating the attitudes of contemporary political pundits, irresponsible opinion makers, and specious talk-show hosts. Learn to develop your critical thinking and learn to articulate the reasons for your opinions in a rational and informed manner. You will find, when you have successfully completed this course, that you will have laid the indispensable foundation upon which your personal cultural literacy will grow and develop.

Persons with Disabilities:

Persons with disabilities at Temple University are entitled to reasonable accommodations and academic adjustments under Section 504 of the Rehabilitation Act of 1973 that states: "...no otherwise qualified individual...shall, solely by reason of disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance."

Combined with requirements from the Americans with Disabilities Act of 1990 (ADA), Temple University tries to provide equal opportunities for access to all programs, activities, and services for students and other persons with disabilities.

Blackboard:

This course is on Blackboard: http://blackboard.temple.edu Your first assignment, due by the end of the first week is to log on to this course on the Blackboard website and create your own homepage. Write a brief autobiographical statement about yourself, your major and your interests. Be as creative as you wish--post a photograph of yourself or your cat or dog! If you don’t want to reveal anything personal, make up something! Blackboard is a valuable resource for this course. Each student will be expected to log on to the site at least once a week to check the announcements, discussions, course materials, links and other information that will be posted here.

Class Procedure:

There will be lectures, discussions, textual analysis, in-class writing exercises, and group work on Mondays and Wednesdays in the large lecture hall. On Fridays you will meet in breakout sections with your Recitation Instructor. During these Friday sessions you will have the opportunity to analyze the texts and engage in deeper discussions in a more intimate environment. Because a major component of Intellectual Heritage is to tackle, decipher and interpret complicated and challenging texts, it is essential that you bring your textbook with you all three days of the week—most of the discussions will revolve around that week’s readings. Your participation in these discussions will be reflected in your final grade. Attendance is mandatory. You are allowed 3 unexplained absences during the semester. More than 6 absences will result in a failing grade.

All readings must be completed before each session. It is recommended that each student write down (on an index card) a thought or impression or question from the readings and bring this to class. There will be days that we will discuss some of the questions you bring in. There will also be days when your notes will be helpful during and in-class writing exercise. These cards will also prove useful when you write your papers. I also suggest that you keep a log of your class participation and take notes, not only on the lectures, but also on the discussions. Be cognizant of how your thinking about each issue may change (or be reinforced) by the discussions during the semester.

Writing:

Not only is writing a significant part of the Intellectual Heritage course it is one of the most important life skills we learn at university. No matter what career or profession you choose the ability to express yourself logically and articulately is one of the most valuable keys to personal success. Writing is a process, not a final product, and this process helps us become more perceptive, insightful and meticulous in our thinking. As we read the texts for this course there will be in-class writing exercises. These are meant to help you develop your critical thinking about the weekly readings and will serve as outlines and drafts for the papers you will be writing. There will be three papers, 4-6 pages in length. Each paper is to present an argument based on your analysis of the text. Since writing is a process and can always be improved upon it is required that you do at least one rewrite. Your recitation instructor will go over the details of the assignments, topics, the way to approach a rewrite, and due dates.

Your three papers this term can be on any of these following topics, and you can submit any of them for each of the three assignments.  Be sure to quote from the readings as you develop your analysis:

1. What is John Locke’s definition of Natural Rights, Natural Law, and the State of Nature? How have his theories influenced the form of government in the United States?

2. In what specific ways do the Romantic poets differ from the classical thinkers of the Enlightenment? In what ways do they differ from each other? Critically evaluate at least three different poets.

3. Critically analyze Marx and Engels “diagnosis” of the ills of capitalism and the “prescription” they offer in the Communist Manifesto.

4. Examine Charles Darwin’s theory of evolution. What does he mean by Natural Selection? What was the social impact of Darwinism during the latter half of the nineteenth century and the first half of the twentieth?

5. Is Freud correct when he claims that all neuroses can be traced to sexual repression? Why or why not? What aspects of modern civilization are, according to Freud, a result of sexual repression? Do you agree with Freud? Why?

6. Compare and appraise the teachings of Henry David Thoreau, Mahatma Gandhi, and Martin Luther King, Jr. In what way have their ideas been a force for change in the world?

Plagiarism:

Plagiarism is the taking and using as one's own the writings or ideas of others. One of the most important purposes of a university education is to be trained to think, speak, and write more effectively, more articulately. If you hand in work that is not your own you are ultimately only cheating yourself and your own education. Do not even be tempted to engage in this practice! The penalty is severe. Any infractions of academic honesty may result in an F for the course and will be reported to the University Disciplinary Committee. If you have any questions or doubts about what plagiarism is go to this course’s Blackboard Website and check out the links about plagiarism!

Writing Center:

The Writing Center in Tuttleman Hall provides tutors to work one-on-one, or in small groups sessions, on all aspects of the writing process. No appointments or referrals are necessary; students can simply drop in whenever they wish

Intellectual Heritage Tutoring:

It is also strongly recommended that all students take advantage of the Intellectual Heritage tutoring program. Skilled student tutors are available in the IH Lounge (Anderson 214) for assistance in understanding the rich and complex texts we are studying. There are also IH Writing Tutors available for consultation.

Examinations:

The mid-term and final examinations will consist of essay and short identification questions.

Grading:

Class participation 10%

Papers 45%

Mid-Term Examination 20%

Final Examination 25%

Calendar:

Day Topics & Assignments (subject to modification):

1/19 Orientation

1/21 Recitation: Introduction, Writing requirements

1/24 Lecture: “From Absolutism to Constitutionalism”

Assignment: Locke, Second Treatise; Declaration of Independence;

U.S. Constitution; Wollstonecraft; Declaration of Sentiments;

Douglass; Lincoln

1/26 Lecture: “Emergence of the Enlightenment”

1/28 Recitation: Textual Analysis of Locke’s Second Treatise, 3-11. What is the State of Nature? Natural Law?

1/31 Lecture: Lori Zett: “Rational Locke”

2/2 Textual Analysis of Locke, 11-19, 28-34. Group work: Why is property so important to Locke? Labor Theory of Value. What is Locke’s view of man and woman? Quiz

2/4 Recitation: Textual Analysis of Locke on Tyranny and Revolution, 34-44, 52-68; Declaration of Independence, Wollstonecraft, & Declaration of Sentiments, 69-76, 99-118; Douglass & Lincoln, 119-143

2/7 Lecture: Carolyn Coulter, “Romantic Reaction to the Enlightenment”

Assignment: Blake, Wordsworth, Shelley, Byron (Selected Poems, 147-180)

2/9 Romantic Music

Textual Analysis of Blake: “The Lamb,” “The Tyger,” “London,” “The Chimney Sweeper,” 147-149.

2/11 Recitation: Textual Analysis of Shelley, Byron, Keats, 171-180.

2/14 Textual Analysis of Blake’s “Auguries of Innocence,” 150; and Wordsworth’s, “Westminster Bridge,” “The World is Too Much With Us,” 164-165.

2/16 Lecture: “The Romantic Movement in America” Quiz

2/18 Recitation: Textual Analysis of Dickinson & Whitman, 181-206

2/21 Lecture on French Utopian Socialism and introducing Karl Marx

Assignment: Marx, The Communist Manifesto

Textual Analysis of The Communist Manifesto, 8-23

2/23 Lecture: Chris Carrico, “Marx’s Critique of Capitalism and the Program of the Communist Manifesto”

2/25 Recitation: Textual Analysis of The Communist Manifesto, 23-44

2/28 Lecture and discussion on Marx’s Influence

Group Work

Review for Midterm

3/2 Mid-Term Examination

3/4 Recitation: What have we learned so far? How do these thinkers connect?

3/7-11 Spring Break

3/14 Lecture: “Precursors of Darwin”

Assignment: Darwin, Origin; Descent

3/16 Video: Fit to Rule

3/18 Recitation: Textual Analysis of Origin of the Species, 211-230

3/21 Group Work: What is Natural Selection? Sexual Selection? Survival of the Fittest? 231-258

3/23 Textual Analysis and discussion of the Descent of Man, 261-265.

3/25 Recitation: Textual Analysis of Darwin, 258-260, 266-272

3/28 Lecture: “Social Darwinism and Reform Darwinism” Quiz

Assignment: William Graham Sumner, “What the Social Classes Owe Each Other”

Lester Frank Ward, “Mind as a Social Factor” (both on Blackboard)

3/30 Lecture: “Sigmund Freud”

Assignment: Freud Reader: Section 4 on Dreams (3-34); Section 5 on Theory of Sexuality (35-56); Section 6 on The Ego & The Id and Obsessional Neurosis (57-84); Section 7 on Female Sexuality (85-101); Section 8 on Totem & Taboo and Future of an Illusion (105-122); Section 9 on Civilization and its Discontents (123-138).

4/1 Recitation: Textual Analysis of Freud; Preparations for Group Presentations

4/4 Group Presentations on Freud: Section 4 on Dreams, Section 5 on Theory of Sexuality, Section 6 on The Ego & The Id.

4/6 Group Presentations on Freud: Section 7 on Female Sexuality, Section 8 on Totem & Taboo and Future of an Illusion, Section 9 on Civilization and its Discontents

4/8 Recitation: Further discussion of group presentations. Quiz

4/11 Lecture: “Darwin, Freud and Racism in Nazi Germany”

Assignment: Elie Wiesel, Night

4/13 Discussion on the Final Solution

4/15 Recitation: Textual Analysis of Gandhi, 95-176

4/18 Lecture and Discussion: “Gandhi: ‘My Life is My Message’”

Assignment: Gandhi Reader pages 95-176

Thoreau, “Civil Disobedience” (Blackboard)

King, “Letter from Birmingham Jail”

4/20 Lecture and Discussion: “From Jim Crow to Martin Luther King”

4/22 Recitation: Textual Analysis of “Letter from Birmingham Jail,” 315-329

4/25 Lecture: “Civil Rights at High Tide: From Birmingham to Selma”

4/27 Lecture and discussion: “Civil Disobedience, Civil Rights, and the Counterculture”

4/29 Recitation: Discussion and Review

5/2 Lecture: “Intellectual Heritage of the United States at the dawn of the 21st Century”

5/4 Optional Review Session

5/11 Final Examination 11:00-1:00 – Anderson 17

Ralph Young

Senior Lecturer in the Department of History.

Rate my professor remark:

Follows the liberal tradition, you won't find political economy here.

Young’s Curriculum Vitae

Ralph F. Young

Department of History

Temple University

Philadelphia, PA 19122

215-204-8927

ralph.young@temple.edu

Education

Michigan State University, East Lansing, Michigan

Ph.D., History

Major Fields: American Colonial History; American Intellectual History; British History

Dissertation: Good News From New England: The Influence of the New England Way of Church Polity on Old England, 1630-1660

Michigan State University, East Lansing, Michigan

M.A., History & Geography

Houghton College, Houghton, New York

B.A., History & Political Science

Teaching

Temple University, Philadelphia, Pennsylvania

Visiting Assistant Professor, 2000-Present, Department of History

Adjunct Assistant Professor, 1999-2000, Intellectual Heritage Program

Courses: History of the United States to 1877

History of the United States since 1877

Intellectual Heritage II, 1600-present

Intellectual Heritage II, 1600-present (ESL)

Schooling and Education in American Society

Honors Courses: Dissent in America

History of the United States since 1877

Intellectual Heritage II, 1600-present

Upper Level Courses: Dissent in America

Recent American History

Colonial America

Twentieth-Century U. S. History

Graduate Course: Graduate Seminar: Introduction to American History

Pennsylvania State University, Media, Pennsylvania

Adjunct Instructor, 1996-2000, Department of History and American Studies

Courses: American Civilization to 1877

American Civilization since 1877

Western Heritage since 1600

American Studies

Upper Level Courses: Civil War and Reconstruction
America in the Sixties

Widener University, Chester, Pennsylvania

Adjunct Assistant Professor, 1997-2000, Department of History

Courses: The Growth of American Civilization to 1865

The Growth of American Civilization 1865-present

Western Civilization 1300-1815

Western Civilization 1815-present

Western Civilization 1600-present (“Distance Learning”)

Introduction to the Humanities

Upper Level Courses: African Americans in the United States 1619-1877

African Americans in the United States 1877-present

Studies in the American Civil War

The Gilded Age & the Progressive Era

Recent America

History of American Dissent

Values Seminar: Race, Gender & Class in America

Bremen UniversitÄt, Bremen, Germany

Lehrbeauftragter, 1974-1978

Upper Level Courses: American Social History

Minorities in American History

Essay Writing

London University, London, England

Lecturer, 1972-1973

Course: History of the American Frontier

Michigan State University, East Lansing, Michigan

Teaching Assistant, 1967-1969

Courses: American Colonial History

The American Revolution

U. S. History Survey

Scholarship

Temple University, Philadelphia, Pennsylvania

 Current project, a narrative history of the United States from the point of view of dissenters: A Different Drummer. Contract signed with A.B.Longman/Penguin.

 “Eroding Cold War Agenda: Counter-Cultural Dimensions of the 1960s,” Conference on Culture and Power During the Cold War, 1950s-1960s. Saratov State University, Saratov, Russia, June 2004, sponsored by the Carnegie Endowment.

 Currently nearing completion of an article exploring the influence of Massachusetts Bay Colony on England. This is part of a much larger study dealing with the seventeenth-century transatlantic connections between English and American Puritans.

 Contributing articles on Hugh Peter; John Harvard; Thomas Allen; William Bridge; John Sherman; Jeremiah Burroughes; Harvard College for the Encyclopedia of Puritanism, edited by Francis Bremer and Tom Webster (ABC-CLIO, publication date: 2005)

Bremen UniversitÄt, Bremen, Germany, 1977-1978

Organized research project examining the rise of a “Zweite Kultur” (“second” or “counter” culture) among working classes in America during the latter half of the nineteenth century and the first half of the twentieth.

Sir George Williams University, Montreal, Canada, 1971

Worked on a quantitative comparative analysis of the structure of society, social mobility, and the emergence of political parties in the colony of Massachusetts and the English county of Yorkshire by evaluating eighteenth-century property, tax and voting records.

Publications

 Dissent in America since 1865, New York: Pearson Longman, 2005, 476 pages.

 Dissent in America to 1877, New York: Pearson Longman, 2005, 302 pages.

 “Dissent is as American as Apple Pie,” USA Today Magazine, (July 2004).

 “KIA: The Uncle I Never Knew,” History News Network, http://hnn.us/articles/4884.html, posted May 24, 2004.

 “Perspectives: Journey of Discovery in Normandy,” World War II, (November 2001)

 “Changes in Latitude, Changes in Attitude,” Ocean Realm, (December 1992).

 Crossfire, Tokyo (1986) and New York (1988). This novel was the winner of a Suntory Award for Suspense Fiction in Japan in 1986. Crossfire has been published in Japan, the United States, Canada, Brazil, Australia and New Zealand.

 “Review of The Faithful Shepherd,” The Journal of Ecclesiastical History, Cambridge, England, Vol. XXV, No. 4 (October, 1974).

Professional Activities

 Temple University, February 2005, Participant in panel “Current Events in the Classroom” at the Tenth Annual Temple University Graduate Student Barnes Club History Conference.

 The American Institute for History Education, East Brunswick School District, December 2-3, 2004 & February 26, 2005, Lead Historian at the East Brunswick School, East Brunswick, NJ, Professional Development Program for History and Social Studies Teachers “Overcoming Obstacles to Liberty: The Empire vs. the Colonies.” This program is sponsored by the American Institute for History Education and is funded by the Teaching American History Grant of the U.S. Department of Education.

 The American Institute for History Education, Discovery Charter School District, November 11, 2004 & April 1, 2005, Lead Historian at the Discovery Charter School, Newark, NJ, Professional Development Program for History and Social Studies Teachers “Overcoming Obstacles to Liberty: The Empire vs. the Colonies.” This program is sponsored by the American Institute for History Education and is funded by the Teaching American History Grant of the U.S. Department of Education.

 Temple University, October 20, 2004, Participant “Nonpartisan Presidential Election Roundtable” sponsored by the College Council of Liberal Arts.

 Temple University, August 2004, Led workshop, “Responding to Writing Assignments,” at the Teaching Assistant Conference on Teaching and Learning.

 Temple University, April 2004, Mentor for student Barbara Saba for her paper, “Diversity and the Media: Agents of American Democracy,” delivered at the Temple Undergraduate Research Forum

 Temple University, Feb 2004, Presided over panel on “Red Scares, Whites Sheets, and Brown Shirts in America,” at the Ninth Annual Temple University Graduate Student Barnes Club History Conference.

 Temple University, August 2003, Led workshop, “Responding to Writing Assignments,” at the Teaching Assistant Conference on Teaching and Learning.

 Temple University, March 2003, Panel Moderator for Temple Issues Forum “Invading Iraq: Preventing or Creating a Catastrophe?”

 Temple University, February 2003, Presided over panel on “Variations on American Twentieth-Century Activism,” at the Eighth Annual Temple University Graduate Student Barnes Club History Conference.

 Temple University, February 2003, Presenter at the Intellectual Heritage Faculty Workshop “Methods of Teaching the Romantic Movement: An Historian’s Perspective.”

 Temple University, January 2003, Led workshop, “Responding to Writing Assignments,” at the Teaching Assistant Conference on Teaching and Learning.

 Temple University, November 2002-2004, Chair, Undergraduate Council, Department of History.

 Temple University, November 2002-ongoing, Associate Faculty Advisor, Phi Alpha Theta, History Honors Society.

 Radnor Friends’ Meeting, November 2002, Guest Lecturer on the topic “Dealing with Student Response to September 11, 2001”

 Temple University, September 2002-ongoing, Organizer “Dissent in America” weekly Teach-Ins on such subjects as: Dissent, Protest, Racism, Feminism, Terrorism, September 11^th, War in Afghanistan, War in Iraq, Blowback and American Foreign Policy

 Temple University, September 2002-2003, member Provost’s Intellectual Heritage Program Review Committee. Team Leader of IH Final Examination Study.

 Temple University, August 2002, Led workshop, “Responding to Writing Assignments,” at the Teaching Assistant Conference on Teaching and Learning.

 Temple University, July 2002, Mentor for student Andrew Gondell for his paper, “The Truman Doctrine and Aid to Greece: Economic Motives and the Power of Oil,” delivered at the Ronald McNair Post-Baccalaureate Achievement/Faculty-In-Training Program Forum at the University of Tennessee.

 Temple University, June 2002, participant in Intellectual Heritage Teaching Circle: “Designing and Testing a Rubric for Assessing Student Writing.”

 Temple University, June 2002, Faculty Development Program Certification: “Strategy and Diplomacy of the Korean and Vietnam Wars,” Russell F. Weigley.

 Temple University, March 2002, Presenter at the Intellectual Heritage Faculty Workshop “Methods of Teaching Charles Darwin and the Impact of Social Darwinism.”

 Temple University, February 2002, Presided over panel on “In Defense of the Nation: Nineteenth-Century American Warfare,” at the Seventh Annual Temple University Graduate Student History Conference.

 Temple University, January 2002-June 2004, faculty participant and student mentor in the History Department’s collaboration with the Philadelphia School District in the federally-funded “Teaching American History” Program.

 Temple University, 2001-ongoing, Associate Webmaster: Department of History Website

 Temple University, 2001-2004, Member Department of History Undergraduate Council.

 Temple University, 2001-2002, participant in Intellectual Heritage Teaching Circles reevaluating methods of assessment in a writing intensive course.

 Pennsylvania State University, September-November 2001, five guest lectures on “Being Human in an Inhuman Age,” in Professor Patricia Hillen’s American Studies class.

 Temple University, September 2001-March 2002, Weekly Teach-In organizer on “The Historical Background to September 11^th”

 Temple University, September 2001, Presenter at the Intellectual Heritage Faculty Workshop “Methods of Teaching John Locke.”

 Temple University, August 2001, Presenter at the Intellectual Heritage Faculty Orientation “Teaching Writing in Intellectual Heritage.”

 Temple University, June 2001, Faculty Development Program Certification: “World War II: Strategy and Diplomacy,” Russell F. Weigley.

 Temple University, May-June 2001, participant in two Intellectual Heritage Teaching Circles: “Assessment of Reading, Writing and Critical Thinking”; “English as a Second Language in a Writing Intensive Course.”

 Temple University, January 2001, Presenter at the Intellectual Heritage Faculty Workshop “Methods of Teaching the Romantic Movement: An Historian’s Perspective.”

 Temple University, January 2001, Speaker on Gandhi’s use of satyagraha and ahimsa for Temple University’s “Respect Week.”

 Widener University Black Student Union, January 15, 2001, guest speaker at the Martin Luther King Commemoration service.

 Temple University, 2000-2001, Participant in the American History Core Course Teaching Circle chaired by Professor William Cutler.



 Temple University, 2000, 2001, 2002, 2003, 2004, Faculty Mentor in the Ronald McNair Post-Baccalaureate Achievement/Faculty-In-Training Program

 Widener University, 1998, 1999, 2000, faculty member in Project Prepare

 Widener University, 1998, faculty member in History Senior Seminar

 Pennsylvania State University, 1998, guest lecturer, “The Invasion of Normandy,” in Dr. Stephen Cimbala’s Military History class.

In the Media

 Philadelphia Inquirer, January 14, 2005, Quoted in article by reporter Lini S. Kadaba, “Protestors Planning own Inaugural ‘Gala’”

 WHYY, 91FM, National Public Radio, “Radio Times with Marty Moss-Coane,” November 24, 2004, Interviewed about myth and reality in puritan New England and the history of Thanksgiving.

 Associated Press, October 2004, AP article, by reporter Maryclaire Dale, about the Dissent in America Teach-ins published in over 50 media outlets including CNN, The Washington Post, The Miami Herald, The Guardian (U.K.), New York Newsday, Chicago Sun-Times, The Charlotte Observer, and The New Orleans Times-Picayune.

 Bucks County Courier-Times, October 22, 2004, Quoted in article by reporter Barbara Ortutay, “Business of Politics.”

 Temple News, September-December, 2004, Featured in weekly articles reporting on each teach-in of the semester by various reporters.

 Faces of Protest, September 2004, Interviewed on screen to give the historical background on protest by documentary filmmakers Tatiana Semenova and Jennifer Lucene for their profile of six protestors at the August 2004 Republican National Convention in New York. Anticipated release date: 2005.

 Temple Review, Fall 2004, Subject of an article, “The Right to Dissent,” by Alix Gerz about the Dissent in America Teach-Ins at Temple University.

 Christian Science Monitor, September 27, 2004, Quoted in an article, “A Close Eye—and Tight Grip—On Campaign Protestors,” by reporter G. Jeffrey MacDonald.

 KNOW, 91.1FM, Minnesota Public Radio, September 16, 2004, Interviewed on this NPR station’s “Midmorning” program by journalist Kerri Miller on the topic “Dissent in America.”

 Radio Bremen, Germany, July 25, 2004, Interviewed with Noam Chomsky and six Temple students by Dr. Gudrun Boch for a follow-up program to “Amerika Kein Hoffnungslos Fall.” This program—entitled “Was Bleibt vom Amerikanischen Traum?”—dealt more specifically with the Temple students who attend the teach-ins and their views about America’s role in the world.

 The Florida Times-Union, June 8, 2004, Interviewed by reporter Charlie Patton for an article about the demonstrations against the Group of Eight Summit, “We Gather in Protest.”

 Radio Bremen, Germany, November 16, 2003, Interviewed by Dr. Gudrun Boch, “Amerika Kein Hoffnungslos Fall,” concerning the Dissent in America course, the book, and the weekly Dissent in America Teach-Ins at Temple University.

 Philadelphia Inquirer, May 28, 2003, Quoted in article by reporter Alfred Lubrano, “Claiming a Partial Victory.”

 Organization of American Historians, Newsletter, May 2003, Quoted in front page article by OAH President Jacquelyn Dowd Hall.

 Philadelphia Inquirer, April 10, 2003, Interviewed in article by reporter James M. O’Neill, “History Scholars Fight Present War.” Also quoted in the Organization of American Historians Newsletter, Volume 31, Number 2, May 2003

 CN8, April 9, 2003, on-camera interview for CN8 segment on the Teach-Ins.

 Philadelphia Inquirer, March 23, 2003, Quoted in article by reporter Alfred Lubrano, “For Many, War Defies Easy Understanding.”

 WPHL, (Channel 17, Philadelphia), March 17, 2003, On-camera interview for Ten O’clock News segment on “Patriotism and Dissent.”

 Philadelphia Inquirer, March 16, 2003, Interviewed in page one article by reporter Alfred Lubrano, “War Invading Americans’ Conversations.”

 Temple News, December 12, 2002, Front page article, “Student Teach-Ins,” by reporter Jessica White.



 PBS, (WHYY, Channel 12, Philadelphia/Wilmington), May 5, 2000, Live Panel Discussion: “Protest 2000”

Awards and Grants

 Temple University, Violet B. Ketels Intellectual Heritage Professor of the Year, 2003

 Temple University, Honors Professor of the Year, 2002

 Penn State University, Fund for Excellence in Learning and Teaching Grant, 2000

 Suntory Award for Suspense Fiction, 1986



 Woodrow Wilson Doctoral Dissertation Fellowship, 1969-1970

Associated Press Article on Young’s Teach-Ins

Veteran earns dissenters' respect at 'teach-in'
Tuesday, October 19, 2004 Posted: 10:57 AM EDT (1457 GMT)
MARYCLAIRE DALE
Associated Press

PHILADELPHIA, Pennsylvania (AP) -- Late on a Friday afternoon, as other college students get an early start to their weekend, about 100 students gather in a ninth-floor classroom at Temple University to hear a young Marine officer discuss his time in Iraq.
Midway through his graphic tale of hunting and killing "terrorists," students start to interrupt. Wouldn't some call them "freedom fighters"? Can the United States ever pull out of Iraq? Does the Marine support President Bush's re-election? Thus began the latest "teach-in" at the North Philadelphia campus, a weekly, no-credit session led by a Vietnam-era protester-turned-college history professor. The sessions, which started three years ago as an offshoot to professor Ralph Young's "Dissent in America" course, invite students to challenge views -- including their own -- on issues from war to feminism to photojournalism. Friday's topic kept students going for more than three hours. "Even if I have somewhat of a left-wing view myself, I don't want to impose it. I just want them to look at the historical past, and basically make their own conclusions," Young said. The teach-ins came full circle with the visit Friday by 1st Lt. J. David Fleming, 29, who took Young's "Dissent" course at a Penn State satellite campus in 1998 and sent occasional e-mails during two tours of Iraq. "I had these images of what combat was going to be like," said Fleming, who enlisted at 17. "I wanted to go kill somebody. I wanted to go to war, to answer the question for myself, 'Hey, do I have what it takes?"' Years later, after time out for college and retraining as a Marine officer, Fleming finally saw war firsthand. The view was not so romantic. "It's survival," he said of his up-close battles with the enemy. "I'm doing everything in my power to survive and so is he."Several students challenged his use of the term "terrorist" for all manner of Iraqi foe. Terrorists kill civilians; Fleming was a legitimate military target, some argued. "In my world, that's semantics," Fleming replied, unoffended. A week earlier, a teach-in on the motive for Bush's foreign policy inspired a lively discussion from the group, which included students from Japan, Turkey, Egypt and other countries, Young said.For student Alison Macrina, Fleming's talk didn't change her opposition to the Iraq war, but did broaden her perspective."I liked him, and usually my experiences with (pro-war) people .... is not always so familiar or so friendly," said Macrina, 20, a junior and liberal activist from Collingswood, New Jersey.

Another Article about the Teach-Ins

Students and Professors Voice Dissent at Teach-Ins - During the conservative Reagan era and the economic boom of the Clinton years, college students across the country seemed less interested in politics than partying. But with a pending war in Iraq, college campuses are once again becoming hotbeds of dissent. "Students are beginning to get very serious about studying the historical background of present-day events. They are getting far more intellectual and serious than students only five years ago," says Temple history professor Ralph Young, who has organized a series of teach-ins under the banner "Dissent in America." "It reminds me of what was going on in the sixties after the 'silent generation' of the fifties who liked Ike, wore flat-tops and white bucks and didn't spend much time being critical of the administration's policies." Teach-ins are held every Friday from 2:30-3:30 p.m. at Temple's Gladfelter Hall in room 946. Topics have included Bush's national security strategy, Eurocentrism and the war with Iraq, post-9/11 civil rights, and more. Discussions are led by both students and professors. "At the first teach-in at the start of the semester we had about 20 students. Now there's more than 50," says Young. "I would guess there's been over a hundred different people who have attended." To reach Dr. Young or attend a "Dissent in America" teach-in, contact NMR.

http://www.temple.edu/news_media/nmr622.html

2004 Teach-In Schedule

1/23 Sarah Baker, Michael Black, Silas Chamberlain and Symbol Lai on “American Intervention in Iraq: Militarism v. Sanctions.”

1/30 Professor Kathy Walker on “America, Empire, and the Mystification of Imperialism.”

2/6 Presentation and discussion of MoveOn.org film “Uncovered: The Truth About Iraq”

2/13 Professor James Hilty on “2004 An Election For the Ages?”

2/20 Professor Ralph Young on “Protest Music of the Sixties”

2/27 Tom Mosher and Evan Hoffman on “Contemporary Protest Music”

3/5 Oskar Castro & Bob Smith on “Who Profits from War?”

3/19 Dr. Gerda Lerner on “Problems of Biography and Autobiography in History”

3/26 Professor Barbara Day-Hickman on “Revolutionaries: Visionaries or Terrorists?”

4/2 Dean Susan Herbst on “Media and Public Opinion in American Politics”

4/9 Professor Jay Lockenour on “Conformity and Resistance in Hitler's Germany”

4/16 Professor Terry Halbert on “Flag & Country: Stars, Stripes and Freedom of Speech”

4/23 Professor Nguyen Thi Dieu on “Buddhist Dissent in Vietnam, Then and Now”

4/30 Dr. Gudrun Boch on “Old Europe and America: New Aspects of an Old Debate”

2005 Teach-In Schedule

9/2       History majors James Robinson and Julia Foley on “Sweatshops in the U.S.?”
9/9       Students Julia Foley, Xandra Kanoff, Jon O’Neill, Kristin Maranki, and Gayle Schooley and Professor Ralph Young on “West of Kabul, East of New York – The Historical Setting”
9/16     Professor Ken Kusmer on “Hurricane Katrina: Race, Class, and the Politics of Disaster”
9/23     Professor Mohammad F. Kiani on “Democracy in Iran and U.S. Foreign Policy”
9/30     Professor José Alvarez “Reel Cuba: Castro, Utopia, Film, and Censorship”
10/7     History Major Ryan Zastowney, “The Continuing Appeal of Nationalism”
10/14   Temple Students Wyatt Smith, Jeremy Viray, Pracheta Trivedi, Alison Macrina, Joshua Lazarus, & Hilary Lefkowitz on “Images and Reflections: Temple Students in Turkey”
10/21   Craig Eisendrath (Senior Fellow, Center for International Policy) on “War in Heaven: The Weaponization of Outer Space”
10/28   Professor Rebecca Alpert on “What is There to Say? Trying to Talk About Sexual Abuse and The Clergy”
11/4     Shirley & Atti Saloman (The Coalition for Voting Integrity) on “Crisis in Voting: How the Integrity of Voting is Threatened by New Laws and Voting Machines”
11/11 Professors Ellen Schrecker, William Cutler, and Joyce Lindorff on "Speak Easy or Easy Speak: Students, Professors, and the Politics of Higher Education in Pennsylvania"
11/16 Professor Todd Shepard in a special Wednesday afternoon Teach-in: "Why is France in Flames?"
11/18 Professor Petra Goedde on "American Soldiers abroad: Can Americans in Iraq learn something from the
American occupation of Germany?"

Student thoughts on the Teach-ins:

America, Empire and the Mystification of Imperialism, presented by

Dr. Kathy Walker. “ Dr.Walker’s talk on the New Imperialism shed light on

contemporary issues that are indeed local and global. For me, it brought into

focus intersections of political economy, militarism, and culture and power

concerning our foreign policy as we begin this new century.”

— Anthony Hazard, graduate student

2004: An Election for the Ages, presented by Dr. James Hilty. “Dr.Hilty

really laid out what the Republicans are attempting to do with the federal

government and why this year’s presidential election may be one of the most

important in our history.” Problems of Biography and Autobiography

in History, presented by Dr. Gerda Lerner. “In regards to Dr. Lerner, it was

simply a pleasure to get to see someone of her stature discuss, in a very open

way, her influences and experiences as one of the first historians in the field

of women’s history. These are speeches people pay to go hear.”

— James Wyatt, BA CLA ’02, graduate student

http://www.temple.edu/temple_review/pdffiles/fall04.pdf

Other Courses of Note

American Studies Program

Course: 0105/H199. Ideal America: Reform, Revolution, and Utopia (3 s.h.)

Examination of some problems raised by key groups at various times, traditions and ideologies, and the successes or failures of each kind of response. Readings, films, lectures, and discussions. Includes the Shakers, Brook Farm, the Oneida Group, progressive reformers, vegetarianism and temperance, the I.W.W. (Wobblies), American Communism, agrarianism, and selected radical movements from the contemporary period.

Course: 0124/H191. Political Protest and Culture in the 60`s (3 s.h.) F.

Many see the 1960s as a time America fell apart—drugs, sex, anti-Americanism, and the loss of the work ethic. Yet the '60's produced the Civil Rights Movement, the anti-Vietnam War Movement, a revolution in music, Vatican II, and the Counterculture. Martin Luther King, the Kennedys, Marilyn Monroe, and the astronauts—fame and untimely death. What was it like when America still had hope? How did it change us as a society? and not change us? Why are so many still so angry about all that or miss it!

Course: 0140/W140/H190. Radicalism in the United States (3 s.h.) F. Core: W140: WI.

A study of issues and traditions in the history of radical thought and behavior. Emphasizing the 20th century, the course focuses on major social contexts and ideologies such as anarchism, militant unionism, socialism, and communism each of which has had a long and vibrant history in the U.S

History Program

Course: 0291. Superpower America (3 s.h.)
Home Page

(Formerly: History 0249.)

This course traces the ebb and flow of the 20th century effort to establish and institutionalize a new framework and set of norms for the international order based on U.S. leadership. Overlaying the narrative history of Presidential polices from Franklin Roosevelt to Bill Clinton is a number of interrelated themes, including: the rise and fall of the United States as a creditor nation; the tension between America's idealistic impulses and the perceived need to behave "realistically" in a frequently hostile environment; the impact of domestic influences on foreign policy; the emergence of bipolarism and Soviet-American antagonism; the challenge to bipolarism posed by the Third World and regional disputes; atomic diplomacy and the balance of terror; "existential deterrence" and arms limitation; crisis management and avoidance; and, finally, the end of the Cold War, the implosion of the former Soviet Union, and the implications of the Russian empire's collapse for restructuring the global system, reordering America's international priorities, and producing a national strategy that succeeds "containment." The assigned readings reflect an array of interpretations and approaches to the study of the history of U.S. foreign policy. Although no "formal discussions" are scheduled, students will be provided the opportunity and encouraged discuss freely their responses to and questions about these interpretations during every class. In additions, at least once each student will be required to present a succinct oral summary of the fundamental issues raised in the previous session, and time will be allotted to examine and dissect the distributed documents.

Sociology Program

Course: C066. Money: Who Has it, Who Doesn’t, Why it Matters (3 s.h.) F S. Core: IN.

This course will give students an interesting and unique look at the role of money, income, and wealth in structuring social lives. The course considers how income and wealth affect life chances, friendships, health, education and general well-being. The course considers questions such as: How does wealth or poverty affect who we are and what we can achieve in life? How does income affect the level and quality of education? What is the impact of the transition from a manufacturing economy to a global financial economy? How has the stress on short-term profits impacted managerial decision-making? How has family life changed in relation to changes in the workplace? In short, the course examines the sociological impact of money, income, and wealth.

Course: R179. Racial and Ethnic Stratification (3 s.h.) S. Core: RS.

This course focuses on the elements of racial and ethnic stratification as they appear in the United States and other nations. It outlines the concepts that shape the sub-field of race and ethnic relations, in addition to examining how sociologists have theorized about racial and ethnic hierarchies and their role in the organization and distribution of social resources. Through an analysis of the historical and contemporary circumstances of selected communities in the United States, it seeks to reveal which theory best explains the experience of particular communities and which best explains societal patterns of inequality. Additionally, the course examines racial and ethnic relations in other nations and as a global phenomenon in an effort to reveal the common elements racial inequality regardless of national identity.

Course: 0246. Sexuality and Gender (3 s.h.) F S.

Cross Listed with Women's Studies 0235.

This course examines the ways men and women develop sexual identities as a result of their membership in society. It looks at how this has changed over the course of Western history and at the differences in sexual identity from culture to culture. We focus on the differences in sexual identities of men and women, and the advantages this brings to men. We also examine the overwhelming heterosexual imperative in our society. Students research these and other topics such as differences in sexual expression by race, and the influence of the media on how we understand the meaning and expression of sex. The research requirement for the course involves an analysis of sexual scripts, the production and reproduction of these scripts, and the impact of the messages on different types of viewers. Instruction is provided on film analysis.

Courses on terror/terrorism, imperialism/empire, peace/conflict

at Temple

Temple Peace & Conflict Courses

Course: History 157: Gender, War, and Society (new History 157)
Professor Mary Procida (Assistant Professor of History, Affiliated Professor of Women's Studies)
Course Description: In wartime, the traditional organization of society is often radically altered to meet the pragmatic and ideological needs of triumphing in the ongoing conflict. Ideas about gender – i.e., how masculinity and femininity are defined – are frequently subject to radical revision in the context of a society at war. This course examines the European and, to a lesser extent, the American experiences of war during the two World Wars and the intervening twenty-year period, to understand how war and ideas of gender are related. Using both primary and secondary source materials, as well as films about World Wars I and II, the course looks at the experiences of men and women on the front lines and on the home front, those who participated in the wars and those who resisted them, those who benefitted from war and those who were its victims. The course examines not only how wartime experiences construct and revise ideas about gender, but also how the rhetoric of gender is often used to further wartime aims.

Course: History C063 War and Society
Professors: Jay Lockenour and Vladislav Zubok

Course Description: course explores history through the prism of wars, their origins and consequences--with a focus on social, economic, technological, and cultural changes and their correlations with the nature of warfare. Various incarnations of the course examine virtually all regions of the globe, over time periods ranging from the prehistoric to the contemporary.

Course: History 102 Peace, Conflict, and Social Change
Course Description: Peace, Conflict, and Social Change addresses the question of conflict/violence from domestic, local, national, and international perspectives using particular case studies. Introductory material includes a general discussion showing case studies of violence and conflict resolution at these various levels. The course also incorporates some discussion of human rights plus theoretical and pragmatic alternatives to violence. It also considers a number of key themes: the family, racial conflict, economic and political violence. In the final weeks of the semester, students are encouraged to consider options for the peaceful resolution of case studies discussed during the semester.

Course: PS 264 Theories of War and Peace
Professor Geoffrey Herrera (Professor of History)
Course Description: Explores the problem of war and peace from both empirical and theoretical perspectives. Sources of war and peace studied include: balance of power, deterrence, international institutions, law and economic interdependence.

Temple Imperialism Courses

Course: America's Rise to Globalism (History 248; new History 290).
Professor Richard Immerman (History Professor)
Course Description: This course will trace the contours of U.S. foreign policy from its colonial origins through the destruction of the myth of isolationism produced by the attack on Pearl Harbor. In other words, this course will trace the rise of American globalism. Although the syllabus proceeds chronologically, the lectures and readings emphasize thematic continuities and discontinuities. These themes include the ideological, strategic, economic, cultural, and racial influences on America's foreign relations; mission, manifest destiny, and continental expansion; issues of war, peace, and security; crisis management and mismanagement; the closing frontier and imperialism; Wilsonianism and its critics; independent internationalism; and personal versus coalition diplomacy. Because the study of diplomatic history is highly interpretative, and the assigned studies reflect competing interpretations, all students will be expected to question, comment upon, and yes, even criticize the readings and lectures. In doing so, emphasis will be placed on recognizing and assessing the strategies historians employ to collect and use evidence in order to advance arguments. Nevertheless, there will not be any scheduled discussion sessions (except for reviews prior to exams). They are too artificial to promote genuine give and take and, as a consequence, are a counterproductive use of valuable time. In lieu of set-piece discussions, students (ultimately every student) will be required to "volunteer" at the start of each session to summarize briefly and cogently the primary issues and arguments covered in the preceding one. The remaining members of the class should be prepared to comment on these summaries. In addition, all students should be prepared as well to respond to questions and pointed references to the readings--including the documents--that will be incorporated into each session's lectures. Needless to say, therefore, assigned readings should be completed prior to the appropriate class session, and students should become accustomed to throwing caution to the wind. The syllabus provides titles to weekly topics to allow flexibility sufficient to accommodate the never-ending discussions but still indicate the intended material to be covered.

Course: Superpower America (History 249; new History 291).
Professor: Richard Immerman (History Professor)
Course Description: The Versailles Treaty concluding World War I represented a tragic defeat for Woodrow Wilson. He failed, abysmally, both to steer the United States toward an irrevocable commitment to global engagement, and to establish and institutionalize a new framework and set of norms for the international order based on U.S. leadership. The attack on the United States by a foreign aggressor in December 1941 and America's participation in an Allied coalition during the Second World War, however, confirmed the foresight of Wilson's policies. Indeed, when the United States emerged from the rubble of World War II as the world's leading economic and sole atomic power, Washington policymakers seized on this "second chance" to wield this power for the purpose of constructing the international environment that Wilson had prescribed: a Wilsonian world. This effort has remained the cornerstone of U.S. foreign policy ever since. This course traces the ebb and flow of that effort. It will begin with the diplomacy of World War II and Franklin Roosevelt's vision of "Open Spheres" patrolled by "Four Policemen." With Roosevelt's death and the War's abrupt and violent termination, the ideal of multilateral cooperation rapidly gave way to bipolar competition: the Cold War. From Truman to Johnson, the United States waged the Cold War relentlessly, alternating between strategies of "containment" and "liberation." The ever-increasing reliance on nuclear weapons with ever-increasing megatonnage did not produce Armageddon, as many feared. But it did produce stalemates in Korea, fiascoes and crises in Cuba, and Quagmires in Vietnam. Nixon solution to the nuclear predicament was to count on Mutually Assured Destruction (M.A.D.) to deter war and promote stability. Reagan tried to escape the predicament by imagining "Star Wars." Then the sudden end to the Cold War caught everyone by surprise. As attested to by George Bush's rhetorical "New World Order" and the inchoate efforts of Bill Clinton to "enlarge" global democracy and free market economies, a rudderless policymaking community in Washington knows of no one to whom to turn other than--Woodrow Wilson. Overlaying this narrative history is a number of interrelated themes the course will explore. These themes include: the rise and fall of the United States as a creditor nation; the tension between America's idealistic impulses and the perceived need to behave "realistically" in a frequently hostile environment; the impact of domestic (political, economic, cultural, ideological, and psychological) influences on foreign policy; the emergence of bipolarism and Soviet-American antagonism; the challenge to bipolarism posed by the Third World and regional disputes; atomic diplomacy and the balance of terror; "existential deterrence" and arms limitation; crisis management and avoidance; and, finally, the end of the Cold War, the implosion of the former Soviet Union, and the implications of the Russian empire's collapse for restructuring the global system, reordering America's international priorities, and producing a national strategy that succeeds "containment." In short, this course examines war, peace, stability, and everything in between. The assigned readings reflect an array of interpretations and approaches to the study of the history of U.S. foreign policy. Although no "formal discussions" are scheduled, students will be provided the opportunity--and encouraged--to discuss freely their responses to and questions about these interpretations, those of the instructor, during every class. In additions, at least once each student will be required to present a succinct oral summary of the fundamental issues raised in the previous session, and time will be allotted to examine and dissect the sundry distributed documents and, especially, those reproduced in the Jensen volume. Consequently, notwithstanding the relatively hefty readings for some weeks, each student will be expected to complete all assignments with the care and thoroughness necessary to formulate questions and participate actively in class discussions: challenging, probing, even arguing.

Course: US History since 1877 (History C068)
Professor: Wilbert Jenkins (Professor of History)
Course Description: History 68 is a general survey course of the main currents in American history since 1877. The past 121 years have witnessed major transformations in the makeup of American society and culture. Thus, the history of this era is a story of capital development and economic crises, labor unrest, social class formation, urbanization, militarization, regional diversification, and cultural innovations. During this century the political and economic status of women and minorities changed significantly. This course will focus on many of the traditional themes usually covered in a general survey. But, it will also concentrate on the individual and collective struggles of ethnic groups, African-Americans, and women to make America live up to the promises of peace, justice dignity, and freedom for all.

Course: History R109 Imperialism, Race, and Empire
Course Description: This course introduces key themes and issues central to an understanding of race in modern history. Examining the intersection of race and imperialism-empire over the last two centuries, it places special importance on: how ideas about race were profoundly affected by the colonial encounter; how rationalizations for imperialism have often depended on race; and the resistance of subordinated people to racialist discourses and forms of rule.

Course: History 104 Nationalism and Revolution
Course Description: Beginning with the establishment of civil and political rights during the French Revolution, the course will address the relationship of the individual to the nation-state in Western Europe from the French Revolution to World War I. The course will include problematical issues that emerged during this period such as: the Napoleonic wars and the emergence of the modern nation-state; the development of the industrial revolution and its socio-economic impact on members of the working and middle classes; the consolidation of the nation-state and its impact on personal and political freedom. But in addition to considering the expansion of liberal political developments in the West, the course will consider the effects of imperialism on Asian and African countries during the final decades of the century. The final unit will consider how nationalism and imperialism contributed to the outbreak of the First World War and to the breakdown of old political states and traditional values in the Western societies.

Temple Terrorism Courses

Course: 0260 Post-Cold War Security

Professor Geoffrey Herrera

Course Description: This course examines the debate over the changing meaning of security and the contemporary international security environment. Topics include: the nature of security, the international environment, postmodern terrorism, information warfare, global economic instability, the persistence of American hegemony, quasi-states, and the possible demise of the nation-state.

“Ratemyprofessor” remarks about various professors

Professor: Joyce Joyce [note: name is correct - not a misprint]

Rate my professor remark:

· …your grade is based on how she feels about you.

Professor: Nana Abarry
Department: Intellectual Heritage

Rate my professor remark:

…her expertise lies in African literature, not Darwin/Freud/Marx etc.

Professor: Elizabeth Adams
Department: Humanities

Rate my professor remark:

· She pushes her opinions on the students. Wastes time by talking about her views and if you don't share her opinions god help you.

Professor: Michael Brodie
Department: American Studies
Rate my professor remark:

· I took his Radicalism class. His lectures were SO boring at first. After you get more into the class they are really cool. I even changed my political affiliation.

Professor: Joshua Bugos
Department: Political Science

Rate my professor remarks:

· He was so condescending of anyone who doesn't take the [bl]eeding heart liberal approach of things. God help you if you disagree with something he says.

· He's very liberal and isn't afraid to let you know his opinion.

Professor: Peter Gran
Department: History
Rate my professor remark:

· We learned NOTHING about the Middle East. All he did was talk about political economy and liberalism.

· We haven't really learned anything about Third World Countries, it's all about Liberalism and Political Economy, don't even ask.

Professor: O'Brien Margaret
Department: English
Rate my professor remark:

· Extreme liberal feminist. During class discussions, she'll shoot down what you say if it disagrees with her views.

Professor: Keally McBride
Department: Literature
Rate my professor remark:

· I guess the reason is because the people who were recommending her were fanatic leftists just like she is. There is no lack of left-wing bias in her courses. Beware.

Professor: Hayat-Un Nessa
Department: Political Science

Rate my professor remark:

· She is insane. A girl in our class lost her uncle in the 9/11 attack. Nessa insulted her uncle, student started crying, then she kicked her out of the classroom. This was a week after 9/11. No joke.

Professor: Daine Perkins
Department: English

Rate my professor remark:

· She's always in a bad mood and isn't open to hearing your opinion, so don't bother giving it (unless you're anti-bush b/c then you're her best friend).

· She is Anti-Bush big time.

Professor: Jay Ruby
Department: Anthropology

Rate my professor remark:

· Had to change my conservative standpoint on the final paper to save my grades. Got an A for writing a liberal paper, in which I still don't believe in. How's that for college.

English Department

Offers undergraduate, M.A., and Ph.D. degrees

Liberal Feminist Margaret O'Brien is a professor in this department
Anti-Bush rhetorician Daine Perkins is a professor in this department
Department Homepage: http://www.temple.edu/English/

American Studies Program

Offers an Undergraduate degree Program
Courses focus on “major U.S. issues such as work, technology, and the role of the media and the arts, that is, on the major public issues that will continue to shape much of American life and that sophisticated professionals must know.”
A student in American Studies professor Michael Brodie’s class has remarked that the course prompted him to change his political affiliation
Program Homepage: http://www.temple.edu/american_studies/

Political Science Department

Offers an Undergraduate and Graduate degree program
Wants students to “recognize and understand various patterns in the distribution of political power and recurrent models of political behavior.”
Joshua Bugos, about whom one student has said, “He's very liberal and isn't afraid to let you know his opinion,” is a professor in this department
Hayat-Un Nessa, who insulted a girl who lost her uncle on 9/11, is a professor in this department
Program Homepage: http://www.temple.edu/polsci/

Sociology Department

Offers an Undergraduate and Graduate degree program
Offers such courses as “Racial and Ethnic Stratification”
Department Homepage: http://www.temple.edu/sociology/

Summer Reading Program

Program Website: http://www.temple.edu/summerreading/

Justification for the Summer Readings: “The goals of the project are to provide a common intellectual experience for entering students; bring students, faculty and members of the Temple community together for discussion and debate; and promote cross-disciplinary thinking and dialogue in learning communities, freshman seminars, and other first-year courses where the text might be discussed.”

In October, I contacted Michele O'Connor, the current Assistant Vice Provost for
First-Year and Transfer Programs at Temple, she noted that the summer readings at Temple are not currently required. Her exact words: “The Summer Reading project is voluntary. We ask all students to read the chosen book, so they can participate in the many activities that we plan for the beginning of the Fall semester. However, some faculty require the book for their class.”

However…

The following statements appeared in the Temple Times, which is published by
the Office of University Relations:

For the 2005 selection: “All freshmen are expected to read the book before arriving on campus in the fall.” http://www.temple.edu/temple_times/9-18-03/loewen.html

For the 2003 selection: “This is the first year that all incoming freshmen have been required to read an assigned title. Last year, Eric Schlosser’s Fast Food Nation was assigned to incoming students enrolled in freshman seminar and learning communities.” http://www.temple.edu/temple_times/5-5-05/kabul.html

The 2002 Summer Reading Selection: Fast Food Nation

Fast Food Nation by Eric Schlosser, was assigned to all students enrolled in freshman seminar and learning communities courses in the 2002 school year.

A list of study questions students were asked to consider when reading:

http://www.temple.edu/summerreading/reading_questions.pdf

Schlosser did visit the campus to speak to students:

http://www.temple.edu/news/Sept02/Schlosser.htm

The 2003 Summer Reading Selection: Lies My Teacher Told Me

Lies My Teacher Told Me by James W. Loewen, was assigned to all students entering Temple as freshman in the 2003 school year. A Temple bulletin notes, “This is the first year that all incoming freshmen have been required to read an assigned title. Last year, Eric Schlosser’s Fast Food Nation was assigned to incoming students enrolled in freshman seminar and learning communities.”

http://www.temple.edu/temple_times/9-18-03/loewen.html

Loewen did visit the campus to speak to students; he was part of a panel discussion sponsored by the history and social studies education departments:

http://www.temple.edu/temple_times/9-18-03/loewen.html

A list of study questions students were asked to consider when reading: http://www.temple.edu/summerreading/questions.pdf#search='Lies%20My%20Teacher%20Told%20Me'

The 2004 Summer Reading Selection: Caucasia

Caucasia by Danzy Senna was assigned to students entering Temple in 2004, and was examined in “freshman seminars, learning communities and other courses that typically enroll freshmen.” The selection was part of a “theme” for the 2004 freshman year titled “Color and Character.” Reportedly, 40 professors leaded freshmen in small discussion groups during the first three weeks of the semester in various classes.

http://www.temple.edu/temple_times/8-26-04/caucasia.html

Senna did visit the campus to speak to students in a lecture sponsored by the English department.

http://www.temple.edu/temple_times/8-26-04/caucasia.html

The 2005 Summer Reading Selection: West of Kabul, East of New York

West of Kabul, East of New York by Tamim Ansary was assigned to all students entering Temple in 2005 as freshman. A Temple bulletin notes “All freshmen are expected to read the book before arriving on campus in the fall.”

http://www.temple.edu/temple_times/5-5-05/kabul.html

According to an article on the reading, “departments throughout the University will sponsor programming during the fall semester to open the book's themes to wider campus discussion.”

http://www.temple.edu/news_media/tb0508_146.html

Ansary did visit the campus to speak to students:

http://www.temple.edu/temple_times/5-5-05/kabul.html

Undergrad Program Requirements at Temple University

Undergrad course descriptions bulletin - www.temple.edu/bulletin/ugradbulletin/ucd/ucdtoc.html

“Because not all approved courses are offered every semester, each semester’s Class Schedule contains a list of Core courses being taught that term”

New Core courses - http://www.temple.edu/vp_ugstudies/corecurr.html

Courses that meet Core requirements begin with the letters – C, R, W, or X

All Core courses must be completed with a C- or higher to satisfy the requirement.

Requirements in Core areas:

1) TILT - Completion of the online Temple Information Literacy Tutorial - http://library.temple.edu/services/library_instruction/tilt/intro/splash.htm

a. “designed to introduce undergraduate students to information sources and research skills. It consists of an introduction and three modules. Each module features an introduction, a list of key concepts and skills, a series of lessons and interactions, and a quiz.”

2) Composition/Writing – (Link to the writing program only) - http://www.temple.edu/uwp/

a. College Composition (English C050, C051, H090, R050, or R090)

i. “The ability to use language properly, effectively, and persuasively is a basic skill needed throughout one's academic career and beyond. Developing students' writing ability is therefore an essential part of the Core Curriculum. Basic writing skills are the explicit focus of College Composition, an introductory course required of all students (except those exempted by placement testing) in the first semester in which they are eligible. Composition prepares students for university-level writing standards, and for the further development of their skills as they move into advanced work. It should be taken before any Writing-Intensive (W or X) course.”

b. Writing - “After Composition students take 5 Writing-Intensive courses. In all Writing-Intensive courses, students learn the conventions and the kinds of writing used in the course's discipline. In many cases, students will submit first drafts and then revisions of their written work. “

i. 2 (of the 5) Writing-Intensive courses are from Intellectual Heritage (X051 or X091 and X052 or X092).

c. All undergraduates also take “the designated writing capstone in the student's major. Each department designates the capstone course(s) required for its majors…” Link to “writing intensive courses” (listed by major) - http://www.temple.edu/bulletin/Academic_programs/core/writing_intensive/core_writing_intensive.shtm

d. “The remaining two Writing-Intensive courses may be required by the major or chosen by the student. Some Writing-Intensive courses also fulfill other Core requirements (X and some R courses), some are general electives, and others may be courses in the student's major. X and R courses are included in the lists of courses approved for the various Core areas.

3) Intellectual Heritage - http://www.temple.edu/bulletin/Academic_programs/core/intellectual_heritage/core_intellectual_programs.shtm

a. Intellectual Heritage X051 or X091 (3 credits) and Intellectual Heritage X052 or X092 (3 credits). Students normally should take Intellectual Heritage X051 or X091 in the semester immediately following the completion of College Composition, and Intellectual Heritage X052 or X092 immediately after completing X051 or X091.

b. “Intellectual Heritage, the most distinctive feature of Temple's Core Curriculum, is a required writing-intensive, two-semester course sequence introducing students to ‘seedbed texts’ in the western intellectual tradition, from ancient Greece to the Bible through the twentieth century.”

4) American Culture - http://www.temple.edu/bulletin/Academic_programs/core/American_culture/core_american_culture.shtm

a. Requirement: One three-credit course from this list:

b. “Courses in American Culture introduce Temple students to the serious study of those aspects of our culture that are uniquely American. Some courses deal with American culture in general, while others focus on particular aspects of American life. A portion of all courses in this category is devoted to the unique experiences, achievements, and contributions of ethnic minorities and women in American life. “

5) The Arts - http://www.temple.edu/bulletin/Academic_programs/core/the_arts/core_the_arts.shtm

a. Requirement – One three-credit course from this list:

c. “Works of art - painting, sculpture, architecture, music, theater, dance, literature - are among the most significant representations of the cultures that produce them. Through the integration of intuitive and intellectual responses, students gain sensitivity to the expressiveness of the Arts. Core Arts courses also suggest the wider implications of art in historical and social contexts.”

6) The Individual and Society - http://www.temple.edu/bulletin/Academic_programs/core/individual_society/core_individual_society.shtm

a. Requirement – One three-credit course from this list:

b. “…involve the study of contemporary society. Topics include political and economic organizations, social development, problems faced by minority groups, relationships between individuals, and the rights and responsibilities that accompany membership in a community.”

7) International Studies / Language - http://www.temple.edu/bulletin/Academic_programs/core/intl_stud/core_intl_stud.shtm

a. Requirement: Any one of the options listed below:

i. Language Option - Successful completion of the third semester (C061 or Critical Languages equivalent) of a language. (Students whose native language is not English may fulfill this requirement by treating English as a foreign language and should see their advisers about the ways to do this.)

ii. International Studies Option - Successful completion of two three-credit courses from the list below, at least one of which is a designated Non-Western/Third World course (indicated in the list by an asterisk [*]).

iii. Combination Option - Successful completion of the second semester (0052 or the Critical Languages equivalent) of a language and one three-credit International Studies course from the list below.

iv. Study Abroad Option - Students may substitute an approved study abroad experience for one or both of the Core International Studies courses. Such programs as Temple University Rome, Temple University Japan, Temple in West Africa, the School of Communications and Theater program in London, the Latin American Studies Semester, and approved summer programs qualify as approved substitutes. Students who wish to fulfill their International Studies requirement with a study abroad program should inquire about this in the academic advising center of their school or college. See International Programs and Study Abroad for information on Temple's and other study abroad programs.

INTERNATIONAL STUDIES COURSES

b. “Developing an awareness and understanding of cultures other than one's own is a fundamental component of a liberal education. In the International Studies or Language area of the Core students study a language other than English, study cultures outside the United States, combine language study and International Studies courses, or study abroad.”

8) Quantitative Reasoning - http://www.temple.edu/bulletin/Academic_programs/core/quant_reasoning/core_quant_reasoning.shtm

a. Requirement: One first-level (QA) course and one second-level (QB) course from the lists below.

b. “Core Quantitative Reasoning courses contribute to students' educational breadth and intellectual development. They provide knowledge and skills needed in other courses and in the academic majors. These tools are also essential for everyone living and working in an increasingly technical and technological world. These courses are designed to sharpen students' problem solving skills, enhance their understanding of formal reasoning and logical analysis, strengthen their ability to use language and symbolic expression in a disciplined way, and acquaint them with methods for handling quantified or quantifiable data.”

9) Science and Technology - http://www.temple.edu/bulletin/Academic_programs/core/sci_tech/core_sci_tech.shtm

a. Requirement: A sequence of one first-level (SA) course and one second-level (SB) course from these lists.

b. “An understanding of the methods, values, and impact of scientific and technological issues is crucial in developing an awareness of the forces that affect life in contemporary society. Core Science and Technology courses are designed to address these concerns. “

10) Studies in Race - http://www.temple.edu/bulletin/Academic_programs/core/race/core_race.shtm

a. Requirement: One 3-credit course from this list.

b. “Different views of what ‘race’ is and has been, the importance of personal and social racial identities, the impact of racism on individuals and institutions across cultures, historically, and in the United States today – all of these are studied in courses in the Studies in Race area of the Core. The knowledge and the communication skills gained in these courses help students better understand a critical aspect of their society and their own experience. Such understanding is essential for living and working in our racially diverse world.”

Temple University Diversity Requirement

Temple University dictates that all undergraduate students must take 3 credits to fulfill the “Studies in Race” requirement. Students must select 3 credits from the list of approved “Studies in Race” courses, which can be viewed here: http://www.temple.edu/bulletin/Academic_programs/core/race/core_race.shtm

Their justification for the requirement is as follows: “Different views of what ‘race’ is and has been, the importance of personal and social racial identities, the impact of racism on individuals and institutions across cultures, historically, and in the United States today – all of these are studied in courses in the Studies in Race area of the Core. The knowledge and the communication skills gained in these courses help students better understand a critical aspect of their society and their own experience. Such understanding is essential for living and working in our racially diverse world.”

http://www.temple.edu/bulletin/Academic_programs/core/race/core_race.shtm

Temple University does have an American Studies requirement as well.

http://www.temple.edu/bulletin/Academic_programs/core/American_culture/core_american_culture.shtm

Courses that mention a Western subjugation of other cultures

or alteration of a culture by Western values

R190. Asian American Experiences

R160. Race and Ethnicity in American History

R163. Asian American History

R164. California Dreams, California Nightmares

Courses which discuss gender

R065. The Economics of Diversity

R125. Philosophy of African-American Experiences

R152/H195. The Politics of Diversity

Courses that discuss class

R125. African-American Literature I

R050. The Individual, Race, and American Political Life

R152/H195. The Politics of Diversity

Courses that discuss inequality / racism / marginalization / oppression

R348. Dimensions of Racism

R134/H134. The Literature of American Slavery

R060. Introduction to Anthropology: A Four-Field Integrated Approach to Race and Racism

R335. Urban Minorities and the Criminal Justice System

R280. Dance, Movement, and Pluralism

R065. Race and Racism in U.S. Education

R125. African-American Literature I

R055. Urban Society: Race, Class, and Community

R112. Race: Ancient and Modern

R109. Imperialism, Race, and Empire

R160. Race and Ethnicity in American History

R163. Asian American History

R234. Anti-Semitism/Holocaust/Racism

R336. Racism and College Athletics

R050. Racial Discrimination under the Law

R125. Philosophy of African-American Experiences

R050. The Individual, Race, and American Political Life

R365. Institutional Racism

C059/X059/R059/H099. The Sociology of Race and Racism

R179. Racial and Ethnic Stratification

R188. Art, Race, and the American Experience

R152/H195. The Politics of Diversity

Courses that discuss radical groups

R112. African American Experiences

R162. African American History 1865- Present

Courses that discuss feminism

R134/H134. The Literature of American Slavery

The complete list of courses students can pick from to fulfill the “Studies in Race” requirement:

Additional Information on Temple University’s "Studies in Race" Requirement

Rationale
Objectives
Requirement
Criteria for Courses
Approval Process
Implementation
Concluding Statement
Studies-in-Race Courses: A Checklist

· Of Note: the checklist states that a course must deal not only with race, but must examine racism, including institutional racism and racism on individuals and on society

Temple News article on the event which spurred the creation of the Race Requirement: “Race requirement began with brawl”

Main Points:

· The Studies in Race requirement stemmed from a fight between white and black students on April 26, 1990

· Due to their alleged maltreatment by campus police, the black students united in a group called the Concerned Black Students

· The group formulated a series of demands including to add specific mandatory race relations classes to the curriculum; that demand became the more general race requirement, and was allowed to be "double-counted" as another requirement

· A new general education curriculum that will take effect in fall 2007 will not allow the race course to be double-counted

Temple News article on a 2001 forum addressing race on campus: “Temple Issues Forum Addresses Diversity and Race”

Of Note: Professor Molefi Asante said the following about race-related classes and the creation of the race requirement: “These classes aren't what students were asking for. They were asking for a class in racism not race.”

An article from Diversity Digest on Temple’s Race Requirement: “The Importance of Place and History: The Studies in Race Requirement at Temple University”

"Studies in Race" Requirement

Rationale

Temple University is in a pivotal position to undertake a this curricular innovation. Temple's mission to provide access to higher education for under represented populations, its location in North Philadelphia, its diverse student body and a faculty which already offers an array of courses addressing racial diversity provide the opportunity and impetus for such an undertaking. Race has been given insufficient attention as a subject of academic study. As we prepare the next century, it is a theme which will only increase in significance as the university, its community and the world become more diverse. Hence, the proposal focuses on the development and transmission of knowledge, which are central to the mission of the university and are the proper purview of faculty.

There is no one discipline or group of faculty that should do this. It is a shared responsibility. Some faculty and departments are better positioned than others, but opportunities will be made available to assist faculty in course development and teaching strategies. By focusing on the pursuit of knowledge in the academic disciplines represented on this campus, faculty have an opportunity to contribute to the students' intellectual understanding of the phenomenon of racism.

Objectives

1. To engage students in a critical examination of knowledge about the existence of racism cross-culturally, historically and in the United States today.

2. To examine the effects of racism on individuals and societies.

3. To develop knowledge about the role of racism in the development of different disciplines.

4. To prepare students to live in a multiracial, multi-cultural world.

Requirement

Students will complete one three-credit course focusing on race. Courses used to meet this requirement may also satisfy Core requirements or may be non-Core courses. Some will be introductory survey courses while others will be in-depth advanced courses.

Criteria for Courses

1. Courses will originate within disciplines. Therefore, across the university diverse topics will be explored and diverse approaches to the content may be used. Rather than espousing a particular perspective, this requirement will expose students to a variety of points of view and encourage them to develop their own ideas based on the knowledge they are exploring.

2. Courses should foster an understanding of the impact of race and racism on social and cultural institutions, of how different manifestations of racism have surfaced over the course of history and of how they affect society and individuals today. Courses exploring racism in other countries and in different historical periods are acceptable with attention paid to the relevance of the content of the present-day U.S. where appropriate.

3. Courses should foster an understanding of how different types of racism are experienced by different racial groups. While a course might emphasize one group, a particular historical period, or one country, efforts should be made to develop understanding of the commonalities and differences in the manifestations of racism toward different groups.

4. The study of race should be woven into the texture of the course.

Approval Process

Core courses proposed to meet this requirement will be reviewed first by the appropriate collegial committees and then by the Core subcommittee of the area in which that course fits -- i.e., International Studies, Individual and Society, American Culture, Composition, Mathematics, Science and Technology. The courses also will be reviewed by the Studies in Race subcommittee of UCPC. Faculty for this committee will be drawn from across the university as they are for all of the Core subcommittees.

Advanced courses will be reviewed by the appropriate collegial committees, then by the Studies in Race subcommittee.

These procedures follow the model established for approval of writing-intensive courses.

Implementation

This requirement will take effect in Fall 1993 for all first-year students, Fall 1994 for transfer students. It is estimated that we will need 15 sections in the Fall and Spring of the first year since not all students will satisfy the requirement in their first year at Temple.

Concluding Statement

This requirement alone will not eradicate racism on this campus or in this society. There are many ways to address the challenges which a diverse student body poses a series of courses being only one of them. Student orientations, advising and admissions are also important. The university is reviewing these areas of student life and taking steps to develop understanding among students and to foster tolerance on the campus.

Approved by Faculty Senate, December 1991.

Studies-in-Race Courses: A Checklist

Studies-in-race courses must:

1. Focus on race and racism;

2. Study race and racism both in a specific context and in general;

3. Delve into institutional racism;

4. Examine the effects of racism on individuals and on society;

5. Consider the present day relevance of the course material (preferably vis-a-vis the United States); and

6. Historical Perspective (Preferred).

The preceding information was obtained here:

http://www.temple.edu/ucc/guiders.html

Race requirement began with brawl

Fifteen years later, students are unaware of the origin of the race and ethnicity requirement that is now a part of the University's core curriculum.

By: Benjamin Watanabe

Few students are aware of it, but the race course required by the core curriculum with the intention of promoting racial understanding has its origins in a violent incident of racial conflict.

One April night 15 years ago, white members of the Phi Kappa Psi fraternity and several black students started a fight that eventually turned into a brawl of some 600 students. The actions of the Temple police, who handcuffed only black students, incensed some student groups, and the protests and hearings that followed sparked tidal changes in not only the curriculum but the practice of spring festivities on campus and the overall air of the Temple community.

At that time, Spring Fling was held on a Thursday, and when the afternoon street festival ended, students headed to parties on or near campus. On April 26, 1990, Sean Patrick Anderson was sitting with friends outside Johnson and Hardwick Halls between 8 p.m. and 9 p.m., planning what to do later that night, when a group of fraternity brothers approached him.

The fraternity members, wielding bats, sticks and two-by-fours, told Anderson they had asked several black students to leave a party at the fraternity house on Broad Street and Susquehanna Avenue. One of those students broke a window as he left, the fraternity members said, and more specifically, they believed Anderson was the culprit.

Anderson, an African American, was incredulous.

"Some [black] guys went to fraternities, to parties or whatever, but if stuff was going on, it wasn't going on at that fraternity for me," he said. "If I was going anywhere, it would be to a black fraternity. I'd have no reason to even be in the neighborhood of their house unless I just happened to be walking by or something."

From there, things happened fast. Anderson could not remember who threw the first blow, but suddenly he was being struck from all sides. He remembered being hit with a bat, which he wrenched away from the attacker, before someone else broke a two-by-four across his back. Several black football players, who had been across the street when the fight began, came to Anderson's aid.

The Philadelphia Inquirer and the Philadelphia Daily News reported police arrived as students poured out of the dorms after someone pulled a fire alarm. Two other students said the real problems began when the police used excessive force against Anderson and Tiffany Adams, a black female student, while all but ignoring the fraternity brothers.

Those who witnessed the melee described a surreal feeling.

"It looked like the films you see from old civil right demonstrations, whether it be Birmingham or Chicago, in the '60s," said Jason Neuenschwander, an undergraduate at the time.

Ron Ardon, another undergrad, cited the riot-like final scene of Spike Lee's Do the Right Thing.

"If I can't describe how it felt by words, that scene gives the feeling of how it all went down," Ardon said.

Edwin Harron, the president of the Temple chapter of Phi Kappa Psi at the time, has no contact information listed on the fraternity's Web site.

Temple police beat eight black students, according to an Inquirer report, and when Peter Liacouras, president of the University at the time, arrived at the police station, he saw only black students in handcuffs.

"I got a phone call at about 11 o'clock at night, and I got up right away and went down to the station [on 12th and Montgomery]," Liacouras said. "There were all these kids in handcuffs, including the son of the associate vice president, Sean, who I knew since he was almost a little baby. So the first thing I said was, 'Get these cuffs off.'"

Liacouras met with students in the residence halls at 2 a.m. and announced the suspension of the fraternity. But many students, many black and some white, remained angry at what they deemed unnecessary behavior by the police.

"They endangered students with the way they handled the situation, and it was definitely a racial situation," Anderson said of the overall police response. "Nobody really knew what was going on, and over the next few days it was like everyone wanted to use the incident to advance their own agenda."

The following Monday, 400 black students sat down and blocked traffic on North Broad Street from Cecil B. Moore Avenue to Diamond Street for an hour in protest of Thursday's events. Though newspaper reports are jumbled, students held similar protests over at least the next two days. Classes continued as scheduled, with the exception of a few instructors who supported the demonstrations.

The number of protesters exceeded 1,000 by Thursday when Eddie Glaude, a graduate student who had become the spokesman for the protest, had a confrontation with Liacouras by the Bell Tower, and the two arranged a meeting at the Berean Presbyterian Church on Broad and Diamond streets.

During the week, black students had united in a group called Concerned Black Students and formed a series of demands to be presented to the University.

"We really tried to get the students to think in broader terms than just getting the officers fired or get sensitivity training," said Glaude, now a professor at Princeton University. "We wanted to affect larger changes, like those in the curriculum."

In the meeting, Liacouras agreed to some demands and rejected others. He said he would not fire head of campus security Charles Bush or any of the other officers involved in the fight, and refused to permanently suspend Phi Kappa Psi, which consequently surrendered its charter in April 1994 and is no longer present on campus. He announced five campus police officers and 10 students faced disciplinary action, though no records of the final rulings were available.

Though Liacouras declined the students' demand to add mandatory race relations classes, the issue was one that had already been floated around for the upcoming core curriculum, Liacouras and then-Vice Provost Julia Ericksen said.

"Events around those demonstrations precipitated the ideas to set in motion the discussion that summer of a race course being involved in the core curriculum," Ericksen said.

Concerned Black Students originally demanded the core require one of two classes, Introduction to African-American Studies or African-American History Since 1900. That demand became the more general race requirement, and was allowed to be "double-counted" as another requirement.

Neuenschwander, now a Ph.D. candidate in the department of African-American Studies, was critical of the University's diluting the initial demand.

"There's even a way you can satisfy your composition and your race requirement with one class, so you don't even have to take a class that specifically focuses on race," Neuenschwander said. "You can just view it from an angle of a composition class. Plus, I took American Ethnicity, and [the race courses] struck me as very broad because they want to look at as much of American history and contemporary America from every racial and ethnic vantage point. In reality, that's not why the race requirement was implemented."

Rather than a dilution, Liacouras said, the courses' broadness represents a success.

"That was the thing, that if I were to make a requirement like that, I would make a point that it's not limited," Liacouras said.

The new general education curriculum that will take effect in fall 2007 will not allow the race course to be double-counted.

A few students seemed jaded by the issue in general. Steve Leopold, then an undergrad, said he heard a student at the Bell Tower admit to throwing the rock, though the protest continued.

"I couldn't understand why the organization that organized the protest kept trying to impress their will, even after the student stood up," Leopold said.

A friend who was with him at the Bell Tower did not recall hearing that.

Anderson, who was actually caught in the fray, said the race requirement was a good addition, but the wrongdoing in the incident got overshadowed by the agenda.

"Temple pretty much wanted to get this handled because it had escalated to a point that they didn't want it to escalate to," Anderson said. "They sat down with students and asked for strategies from the standpoint of the students as to what was needed. They talked about cultural awareness classes and possible suspensions for the officers involved, maybe putting them on desk duty.

"To me, that was a lot of wallpaper just to appease the situation. Time has healed a lot of things, but a lot of the things that were implemented at that time didn't do much to address that one isolated situation."

Glaude and Neuenschwander both noted a heightened sense of involvement by students. Interest was particularly high in matters of alleged police brutality, a hot-button issue nationally in the early 1990s.

"Temple at that time was an interesting sort of place," Glaude said. "Grad students were striking over their status as workers, faculty striking over their contract with the institution, and students who had experienced a violation on their persons and dignity. This all happened in the short period of time [two years] that I was there. It was an intense political time."

Though not every former student was eager to discuss the incidents of April 1990, they were unanimous about its impact, which included incidentally helping create awareness on other minority issues like women's studies, plus moving Spring Fling to Tuesday to cut down on four-day marathon binges.

But for every eager source, there is one reluctant to recall the memory. Two professors and a campus police captain claimed to have no memory of the incident; upon further questioning, one professor and the captain admitted to remembering the incident but denied comment.

"Unless someone really does their homework, the University isn't going to put old news blots out there of what happened," said Ardon, now a senior tech support specialist at Temple. "That's just not good business."

The University does not have to publicize the incident, Neuenschwander said, but simply answer questions honestly when they are asked.

"I think it's disingenuous of Temple not to talk about it," he said. "That fact that Temple's not discussing the history of this, it's kind of perpetrating a fraud."

The preceding article was obtained here:
http://www.temple-news.com/media/paper143/news/2005/04/26/News/Race-Requirement.Began.With.Brawl-938177.shtml?norewrite&sourcedomain=www.temple-news.com

TEMPLE ISSUES FORUM ADDRESSES DIVERSITY AND RACE

By: Mickey Minnick

On Tuesday, February 6, the Temple Issues Forum (TIF) and radio station WHYY 91 FM presented the third installment in a series of discussion, debate and questioning on the issue, "Experiencing Diversity at Temple, Studying Race."

The event presented in the Kiva Auditorium, Ritter Hall Annex consisted of two one-hour sessions of a four-person panel discussion, with comments and questions from the audience and radio callers, and a one-hour off-air session.

The 10:00-11:00 hour panel was asked the question, "What should students be gaining from the everyday experience of ethnic/racial diversity at Temple?" Glenn Reitz, an African-American Studies graduate student, believed he was learning as much about himself as he was others in his line of study about, "what it is to be a white male."

Self-segregation was also one of the many interwoven topics addressed by the first panel. Reitz said he viewed the issue as "functional," serving as a sort of "comfort zone," noting that talking to people in one’s particular group helps interaction with other groups.

Tammy Nopper, a Sociology undergraduate, questioned the term "segregation" because of its historical connotation asserting that it could also "be a means of community development."

Telling a story of white professors congregating in the dining hall, Nopper also stressed her concern about the term usually alluding solely to groups of color. She said, "people are mechanical in racial decision making," that people make too many assumptions about people coming together.

Throughout the discussion racial problems were brought into question- if Temple and the general public only saw such questions in black and white, and if so was this acceptable?

Don Hartman, a Sociology undergraduate, saw this "linear focus" highly influenced by Supreme Court cases and decisions.

"We are generalizing because of Supreme Court decisions. Historically it has been the case that if blacks can get it [equal treatment] other minorities can get it."

However, Nopper assertively disagreed, believing one "looking through a black and white lens" misses out on a great deal of history.

A radio caller, Lewis, said he saw the issue of racism as an issue "to be solved by white people" conceding "it is their [white’s] problem."

Citing assumed misuse of the 14th Amendment to support his claim Lewis stated his belief that one of "Americas racist problems" is that a black person is guilty until proven innocent.

The panelists had a general sense of agreement on the claim- that it is not solely a white problem but that whites need to have a prominent role in the solution.

The second panel was posed with the question, "What should students be getting from the university's Studies in Race requirement?"

As opposed to the previous panel, which consisted of students, the second panel was made up of Temple faculty. Throughout the discussion, audience members and panelists were in general agreement about Temple's cunning methods of fulfilling student demand back in the early 90's for a race requirement.

Molefi Asante, a professor in the African-American Studies department conveyed this belief.

"These classes aren't what students were asking for. They were asking for a class in racism not race."

Each professor said they had a different method of teaching the Studies in Race credit.

Dan Silverman, from Criminal Justice, said he asks students "How does this country’s official mistreatment of African-Americans play out in the criminal justice system."

Anna Stubblefield, from Philosophy, has students read texts usually neglected in her department, understanding the class is not meant as a means of "behavior modification" and also "not there to help white students become better citizens."

Roland Williams, from English, takes a similar approach, "I usually start with the fact that we live in a veil, here in America. I attempt to lift the veil in my classes. To help students gain a clearer picture of the world."

After the event Herbert W. Simmons, Coordinator for TIF, said things "went well, except white students seemed intimidated by the environment."

Seeking an explanation for this he continued, "People need to combat racism as a problem of power and intimidation. A dialogue like this deepens understanding."

The preceding article was obtained here:

http://www.temple-news.com/media/paper143/news/2001/02/08/News/Temple.Issues.Forum.Addresses.Diversity.And.Race-27710.shtml?norewrite&sourcedomain=www.temple-news.com

The Importance of Place and History: The Studies in Race Requirement at Temple University

By Debra Humphreys, Vice President for Communications and Public Affairs

Temple University

Photo: Peg Skorpinski

THE SAYING GOES THAT "ALL POLITICS IS LOCAL." WHILE MANY INSTITUTIONS PAY ATTENTION TO NATIONAL TRENDS, THIS SAME SENTIMENT COULD ALSO BE APPLIED TO CURRICULAR CHANGE EFFORTS. WHEN TEMPLE UNIVERSITY INSTITUTED ITS "STUDIES IN RACE" COURSE REQUIREMENT IN 1993, THE INITIAL IMPETUS WAS A STUDENT DEMONSTRATION SPARKED BY A RACIAL INCIDENT ON CAMPUS. MANY ON CAMPUS, HOWEVER, CAME TO BELIEVE THAT FOR MANY REASONS, IT MADE SENSE FOR TEMPLE TO FOCUS ITS DIVERSITY REQUIREMENT ON ISSUES OF RACE.

Temple's proud history and institutional mission are world-renowned. Recognizing that the health of our society and democracy depends on making educational opportunities for all people, Temple has served as a gateway of opportunity throughout its history for people from modest or disadvantaged circumstances. Known as a major urban educational center, the university has had a longstanding commitment to provide educational opportunities for those who are from or reside in Philadelphia.

Among the most racially diverse universities in the nation, Temple's student body of 31,000 is approximately 20 percent African American/Black, 10.2 percent Asian American, 3.4 percent Latino/a, .3 percent Native American, 57.7 percent White, and 8.3 percent other ethnicities. The university resides in a predominantly African American, poor neighborhood in North Philadelphia. In contrast to the student body, the neighborhood in which Temple is located is approximately 97.9 percent African American, .9 percent White, .3 percent Asian American, and .9 percent other ethnicities. Temple's mission and history, the characteristics of its student body, and the nature of its surrounding neighborhood, then, all suggest that a Studies in Race requirement was appropriate.

The knowledge and the communication skills gained in the Studies in Race courses help students better understand a critical context of their society and their own lived experiences. Temple believes that such understanding is essential for living and working in our racially diverse world. Temple's requirement seeks to foster several abilities in its students: 1) reflect on the extent to which racism is present in social, cultural, political, and economic institutions; 2) reflect on how different manifestations of racism have surfaced over the course of history; 3) recognize how matters of race affect society today; 4) recognize how matters of race affect individuals today; 5) make connections between course content and the present day United States; and 6) discuss issues of race with people of diverse backgrounds. Discussions with students suggest that this last goal may be the requirement's most important one.

"STUDIES IN RACE" REQUIREMENT

Objectives

To engage students in a critical examination of knowledge about the existence of racism cross-culturally, historically and in the United States today.
To examine the effects of racism on individuals and societies.
To develop knowledge about the role of racism in the development of different disciplines.
To prepare students to live in a multiracial, multi-cultural world.

Criteria for Courses

Courses will originate within disciplines. Therefore, across the university diverse topics will be explored and diverse approaches to the content may be used. Rather than espousing a particular perspective, this requirement will expose students to a variety of points of view and encourage them to develop their own ideas based on the knowledge they are exploring.
Courses should foster an understanding of the impact of race and racism on social and cultural institutions, of how different manifestations of racism have surfaced over the course of history and of how they affect society and individuals today. Courses exploring racism in other countries and in different historical periods are acceptable with attention paid to the relevance of the content of the present-day U.S. where appropriate.
Courses should foster an understanding of how different types of racism are experienced by different racial groups. While a course might emphasize one group, a particular historical period, or one country, efforts should be made to develop understanding of the commonalities and differences in the manifestations of racism toward different groups.
The study of race should be woven into the texture of the course.

What Students Think

Too few colleges and universities systematically survey students about aspects of their curricular requirements. At Temple, campus leaders conducted focus groups in 1997 to gauge the impact of the requirement on Temple students. As part of these focus groups, students were asked questions about the content of their Studies in Race courses, their classroom experiences, their views on race and racism, and the necessity of the requirement.

Students at Temple seem to strongly support the requirement and see its importance in their education. Many students felt that the course enabled them to better take advantage of Temple's own diversity—a feature that draws many students to Temple. As one student put it, "The Race course helps a multicultural school be a multicultural school." Another commented that, "Temple is diverse and has no choice but to offer these courses to help with race relations." Students see the course as vital to facilitating cross-racial interaction and cultural awareness.

When asked about what was most valuable about these classes, the opportunity to discuss racial issues in a diverse group of students and share experiences as they learn about racial issues was cited often. Compared to other courses they had at Temple, students reported that Studies in Race courses allowed for more sharing of multiple points of view. As one student put it, "In the Race course there was more room for opinion. There was group discussion in every class." Another commented, "It was a class I looked forward to going to because of the discussions. Students learned from each other, not just the professor."

Pedagogy Matters

Many curriculum committees spend much of their time discussing the nature and parameters of the content of diversity courses, but pedagogical style and skill may be just as important to the success of diversity courses. Students I interviewed for this story stressed again and again that the most successful professors teaching these courses were those who were comfortable with the tensions that inevitably arise in such classes—those that were able to manage heated discussions, but who didn't shy away from controversy.

One of the most important outcomes of these courses identified by students extended beyond the specific knowledge gained in the courses. For many students, the course equipped them with skills that enabled them to discuss issues of race and racism. They reported feeling more comfortable talking about race, especially in diverse groups of their peers. This outcome, however, depended heavily on how open professors were to allowing heated discussions to occur and how well they managed the discussions when they did occur.

What Next?
Challenges and New Directions

One area of concern that arose in the focus groups and in my own interviews with students related to the ongoing need for faculty development and coordination, and a perceived over-emphasis on "Black-White" issues. Like many diversity requirements across the country, students at Temple can choose from a wide array of courses to fulfill their requirement. Students suggested that the goals for the requirement weren't necessarily made clear or achieved in all sections of the course. They also believed that some faculty members were significantly better prepared to teach these kinds of courses than others.

Many students in Temple's focus groups described an emphasis on Black/White issues in Studies in Race courses. For some, this was a significant weakness of the requirement and was particularly difficult for students from racial/ethnic backgrounds other than white or African American. Other students didn't consider this a negative aspect of the course, but felt it was justified given the history of the nation, limitations of a one-semester course, and the nature of Temple's campus and neighboring community.

One of the challenges Temple faces as it moves forward with a curricular review of its entire general education program is how issues of diversity beyond race and beyond Black/White issues are addressed in the curriculum. Temple is also examining how Studies in Race courses relate to other required courses including a course on Intellectual Heritage, an International Studies or Foreign Language requirement, and an American Culture requirement.

On the Frontier

One area of curricular growth at Temple seems especially promising for the future. Temple is expanding the curricular opportunities it has for students to be engaged in service learning activities. Following the trend nationally, Temple is working to use its own neighboring communities to develop learning opportunities often connected to diversity content in the curriculum. One especially promising program is coordinated by Temple's Center for Intergenerational Learning. The SHINE (Students Helping in the Naturalization of Elders) program links college students with older immigrants and refugees seeking to learn English and navigate the complex path to U.S. citizenship. Students in a variety of classes at Temple, including many Studies in Race courses, take advantage of the opportunity to participate in this program and earn credit for their participation.

It is clear that Temple's history, mission, and especially its location in inner city Philadelphia have shaped its approach to diversity. The richness of its diverse campus and surrounding community provide it with ample opportunities to offer its students valuable experiential learning opportunities. Students are actively seeking these opportunities and see the value of learning in diverse environments more than ever. These kinds of learning experiences will clearly benefit Temple's students as they help chart the future of our diverse nation.

For more information about Temple University's Studies in Race requirement, see www.temple.edu.

The preceding article was obtained here:

http://www.diversityweb.org/digest/sp02/temple.html

Temple University Writing Requirements

All students at Temple University are required to take a series of writing courses as part of the University’s Core Curriculum. Of the Core writing requirements, Temple’s Undergraduate Bulletin notes “The ability to use language properly, effectively, and persuasively is a basic skill needed throughout one's academic career and beyond. Developing students' writing ability is therefore an essential part of the Core Curriculum.”

The components of these writing requirements include:

College Composition
Writing-intensive courses across the disciplines
Intellectual Heritage

The “College Composition” component of the Core, which is designated as English C050, C051, H090, R050, or R090, is required by all students with the exception of those who are exempted by placement testing. According to Temple’s Undergraduate Bulletin, “Basic writing skills are the explicit focus of College Composition... Composition prepares students for university-level writing standards, and for the further development of their skills as they move into advanced work.” Thus the instruction of writing fundamentals is the expressed goal of the College Composition component. However, students of these courses have expressed that some professors are bringing personal views outside the realm of “Basic writing skills” into the classroom. The following quotes from the website Ratemyprofessors.com demonstrate a sampling of observations about professors that teach Temple’s College Composition courses:

Professor: Kathy Houff
Rate my professor remark:

“Not interested in her feminist views…”

Professor: Brennen Lukas
Rate my professor remark:

“…thinks that everything he says is right and he doesn't like to consider the opinions of others.”

Professor: Margaret O'Brien
Rate my professor remark:

“Extreme liberal feminist. During class discussions, she'll shoot down what you say if it disagrees with her views.”

Professor: Joshua Bugos
Rate my professor remarks:

“He was so condescending of anyone who doesn't take the [bl]eeding heart liberal approach of things. God help you if you disagree with something he says.”
“He's very liberal and isn't afraid to let you know his opinion”

Following their completion of the College Composition component of the Core, Temple students are required to take five Writing-Intensive courses, indicated by a W, H, or WI before the course number.

Two of the five courses students must take are Intellectual Heritage (IH) courses, which are designated as X051 or X091 and X052 or X092. According to Temple’s Undergraduate Bulletin, “Intellectual Heritage, the most distinctive feature of Temple's Core Curriculum, is a required writing-intensive, two-semester course sequence introducing students to ‘seedbed texts’ in the western intellectual tradition, from ancient Greece to the Bible through the twentieth century.”

As with the College Composition courses, students of IH courses have as well expressed that some professors are bringing subjective opinions, inappropriate to the field of study, into the classroom. The following quotes from the website Ratemyprofessors.com demonstrate a sampling of observations about professors that teach Temple’s IH courses:

Professor: Nana Abarry
Rate my professor remark:

…her expertise lies in African literature, not Darwin/Freud/Marx etc…

Professor: Kim Wilson
Rate my professor remark:

I hated it because she loved to talk politics and ethics and such and her

opinion always had to be right.

Professor: Elizabeth Adams

Rate my professor remark:

She pushes her opinions on the students. Wastes time by talking about her views and if you don't share her opinions god help you.

Professor: Hayat-Un Nessa
Rate my professor remark:

She is insane. A girl in our class lost her uncle in the 9/11 attack. Nessa insulted her uncle, student started crying, then she kicked her out of the classroom. This was a week after 9/11. No joke.

5. Professor: Jay Ruby
Rate my professor remark:

a. Had to change my conservative standpoint on the final paper to save my grades. Got an A for writing a liberal paper, in which I still don't believe in. How's that for college.

6. Professor: Daine Perkins
Rate my professor remark:

a. She tends to discuss her own opinions in class very openly but dismisses yours.

b. …isn't open to hearing your opinion, so don't bother giving it (unless you're anti-bush b/c then you're her best friend).

In addition to the 2 courses in Intellectual Heritage, the Core writing requirement necessitates that all undergraduates also take a designated writing capstone course in the student's major; for example, Women’s Studies majors would take the required capstone course W363 Feminist Theory.

The final two courses that make up the Writing Intensive course component are either predetermined by the major, or chosen by the student. These include such courses as W212 (Gender, Race, Class and the City) and W054 (Politics of Colonization).

One student on Ratemyprofessors.com remarks that they changed their political affiliation because of their Writing Intensive professor:

1. Professor: Michael Brodie
Rate my professor remark:

a. I took his Radicalism class. His lectures were SO boring at first. After you get more into the class they are really cool. I even changed my political affiliation.

[1][1] RCG refers to the Textbook Rothenberg, P. ed. 2004. Race, Class, and Gender in the United States: An Integrated

Study. Sixth Edition.

Departments That Are Set Up to Indoctrinate Rather Than Educate

Department of African American Studies

Afro-American Studies At Temple Is An Indoctrination In Afro-centrism

Mary Lefkowitz’ Criticism of “Afrocentricty”

Courses Required for Major

Courses Required for Minor

Ella Forbes

Department of African American Studies Courses

African American Studies Course: W051-701

African American Studies Course: AAS R348-005

African American Studies Course: AAS 118-001

RateMyProfessors.com Remark Regarding Karanja Keita Carroll

African American Studies Course: AAS 415

Course Syllabus

AAS 415 Egyptian Language and Culture Course Description

Required Texts

Recommended Readings for Familiarity

September 7-December 14 FOUNDATIONS

Other courses of note in the African American Studies Department without syllabi

Women’s Studies Program

Courses of note in the Women's Studies Program without syllabi

Department of Geography and Urban Studies

Department of Geography and Urban Studies Courses

GUS R055

Urban Society: “Race,” Class, and Gender in the City

Handout

Short Assignment Announced

10/12 Midterm Review

CONTEMPORARY URBAN ISSUES

In class film “Poverty Outlaw”

Discover The Networks Profile for Gilbert

RateMyProfessors.com Remarks Regarding Gilbert

Another student’s comment about Gilbert

Course of note in Geography and Urban Studies without syllabus

Other courses of note with Syllabi

Sociology R059

Sociology R064

Freshman Seminar 50

Freshman Seminar 50

Freshman Seminar 0051

History 184

History: CO68

Notes on the Required Text for the Course

History 271 – Spring 2005 – Ambler

20th-Century U.S. History

Section 101 – T/Th: 11:40-1:00

INTELLECTUAL HERITAGE 52

Chris Carrico, Carolyn Coulter, Lori Zett

Sections 4-9 – MW: 9:40-10:30 – BE 164

Assignment: Marx, The Communist Manifesto

Ralph Young

Young’s Curriculum Vitae

Associated Press Article on Young’s Teach-Ins

Another Article about the Teach-Ins

2004 Teach-In Schedule

2005 Teach-In Schedule

Student thoughts on the Teach-ins:

Other Courses of Note

American Studies Program

History Program

Sociology Program

Courses on terror/terrorism, imperialism/empire, peace/conflict

at Temple

Temple Peace & Conflict Courses

Temple Imperialism Courses

“Ratemyprofessor” remarks about various professors

English Department

American Studies Program

Political Science Department

Sociology Department

Summer Reading Program

The 2002 Summer Reading Selection: Fast Food Nation

The 2003 Summer Reading Selection: Lies My Teacher Told Me

The 2004 Summer Reading Selection: Caucasia

The 2005 Summer Reading Selection: West of Kabul, East of New York

Undergrad Program Requirements at Temple University

INTERNATIONAL STUDIES COURSES

Temple University Diversity Requirement

Courses that mention a Western subjugation of other cultures

or alteration of a culture by Western values

September 7-December 14
FOUNDATIONS

20^th-Century U.S. History