{"id":238,"date":"2015-11-04T20:39:10","date_gmt":"2015-11-04T20:39:10","guid":{"rendered":"http:\/\/scholarblogs.emory.edu\/baltimoreriots\/?page_id=238"},"modified":"2015-11-07T22:02:38","modified_gmt":"2015-11-07T22:02:38","slug":"syllabus","status":"publish","type":"page","link":"https:\/\/scholarblogs.emory.edu\/baltimoreriots\/home\/syllabus\/","title":{"rendered":"AAS 100 Syllabus"},"content":{"rendered":"

Introduction to African American Studies: Baltimore Riots<\/strong>\u00a0<\/strong><\/p>\n

AAS 100 Fall 2015<\/strong><\/p>\n

Math Science Center N306<\/strong><\/p>\n

Emory University Atlanta, GA<\/strong><\/p>\n

Clearly both in the instance of Michael Brown and Eric Garner, these are manifestation of Broken Windows policing.\u00a0 And what they made clear is that we are the broken windows.\u00a0 We constitute this threat to already existing normative order.\u00a0 The police have this regulatory function that\u2019s designed to destroy broken windows, even in a weird way to fix them by destroying them\u2026In the history of English poetry the window has often been conceived of as a figure for the imagination, as a kind of lens through which we see, through which we envision.\u00a0 To fix a broken window is to fix another way of imagining the world.\u00a0 To literally fix it, to destroy it, to regulate it, to exclude it, to incarcerate it, but also at the same time to incorporate it, to capitalize upon it, to exploit it, to accumulate it\u2026Emancipation produced two problems or extended a problem, deepened it.\u00a0 The enslaved persons were protected property and at the same time they constituted a threat in their conscious activity every minute of the day to the very idea of property.\u00a0 In the aftermath of emancipation when that property was no longer protected a new set of interventions and regulations had to emerge, again under the rubric of policing.\u00a0 That\u2019s Lynch Law.\u00a0 Broken Windows is an extension of that.<\/p>\n

–Fred Moten Oakland, CA December 2014<\/p>\n

 <\/p>\n

Professor Lawrence Jackson\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0Tues & Thurs 2:30-3:45pm<\/p>\n

Office Hours:\u00a0 Weds 10am-Noon and by appointment\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0lpjacks [at] emory [dot] edu<\/p>\n

Callaway N 319A\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 404-727-7982<\/p>\n

Teaching Assistant:\u00a0\u00a0Jermaine Pearson 708-228-9989 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0jermaine [dot] pearson [at] emory [dot] edu<\/a><\/p>\n

 <\/p>\n

Introduction to African American Studies (AAS 100), the gateway course to the major, will take as its point of departure the unrest (Uprising? Riot? Civil Disobedience?) in Baltimore City in April and May 2015 after the death of Freddie Gray.\u00a0 Using the exceptionally rich heuristic device of the African American Studies discipline, an investigative tool that places at its center Africa, black people, and the black experience in the Western hemisphere, with unprecedented scope we will conduct an examination of a contemporary explosion in an American city.\u00a0 Drawing from the methods and resources of history, legal theory, sociology, political science, journalism, creative writing and digital media, the course gives a broad overview to the topics and debates of disciplinary import.\u00a0 However, our course departs significantly from the \u201ccontainer\u201d model of student as passive recipient of research.\u00a0 Students will participate fully as researchers and analysts in four broad areas as they investigate the causes and solutions to the widespread civil unrest: education, healthcare, residential segregation and mass incarceration.<\/p>\n

The course also asks the question: What is the modern intellectual role played by American students at a premier research institution?\u00a0 What is the relationship between academic research and active social movements, particularly one that has exploded into mass violence and civil unrest?\u00a0 \u201cIntroduction to African American Studies, Baltimore Riots\u201d begins with a deep investigation of the black experience that sets the ground floor of much of contemporary black life, including enslavement, racial segregation, urban migration, deindustrialization, urban spatial restructuring, political representation, healthcare disparity, mass incarceration, urban violence, and grass roots political organization.\u00a0 Students will then develop projects in conjunction with groups active in reforming “inner city” education, housing, healthcare and incarceration patterns in West and East Baltimore.<\/p>\n

Module One is the traditional classroom experience, with an emphasis on team teaching and collaborative presentations.\u00a0 Module Two is a series of collective forums with peers at Morehouse College at the A3C Hip Hop Festival in October and the Hammonds House Museum in November.\u00a0 Module Three is active researching and writing with the grassroots organizations in Baltimore.\u00a0 Module Four is an active learning component and critical assessment during a 72 hour student visit to Baltimore in December that includes meetings with elected officials, city bureau commissioners, and community activists.<\/p>\n

Required books & materials:<\/strong><\/p>\n

Patricia Fernandez-Kelly Hero\u2019s Fight: African Americans in West Baltimore and the Shadow of the State<\/em><\/p>\n

Naomi Klein \u201cShock Doctrine\u201d; Stephanie Black \u201cLife and Debt\u201d<\/p>\n

Ta Nehesi Coates, \u201cThe Case for Reparations\u201d Atlantic <\/em>May 2014<\/p>\n

Matt Taibbi, \u201cWhy Baltimore Blew Up,\u201d Rolling Stone <\/em>26 May 2015<\/p>\n

 <\/p>\n

Required materials for working groups<\/strong><\/p>\n

Mass Incarceration<\/em><\/p>\n

Khalil Gibran Muhammad<\/a> The Condemnation of Blackness: Race, Crime, and the Making of Modern Urban America<\/em><\/p>\n

Michelle Alexander<\/a>, The New Jim Crow: Mass Incarceration in the Age of Colorblindness<\/em><\/p>\n

Douglas A. Blackmon<\/a> Slavery by Another Name: The Re-Enslavement of Black Americans from the Civil War to World War II<\/em><\/p>\n

 <\/p>\n

Activist Group<\/em><\/p>\n

Leaders for a Beautiful Struggle\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Dayvon Love<\/p>\n

 <\/p>\n

Health Care<\/em><\/p>\n

Samuel Kelton Roberts Jr. Infectious Fear<\/em><\/a> Politics, Disease, and the Health Effects of Segregation\u00a0<\/em><\/p>\n

Rebecca Skloot<\/a> The Immortal Life of Henrietta Lacks<\/em><\/p>\n

 <\/p>\n

Activist Group<\/em><\/p>\n

Physicians for Criminal Justice Reform\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Drs. Edjah Nduom & Nzinga Harris<\/p>\n

 <\/p>\n

Housing<\/em><\/p>\n

Antero Pietila<\/a>\u00a0\u00a0\u00a0\u00a0\u00a0Not in My Neighborhood: How Bigotry Shaped a Great American City<\/em><\/p>\n

Douglass Massey&Nancy A. Denton<\/a> American Apartheid: Segregation and the Making of the Underclass<\/em><\/p>\n

 <\/p>\n

Activist Group<\/em><\/p>\n

Stoke Cannady C [dot] stokey10 [at] gmail [dot] com<\/a><\/p>\n

Jessica Lewis Right to Housing Alliance jessica [at] rthabaltimore [dot] org<\/a><\/p>\n

 <\/p>\n

Education<\/em><\/p>\n

Marion Orr<\/a> Black Social Capital: The Politics of School Reform in Baltimore, 1986-1999<\/em><\/p>\n

Jonathan Kozol<\/a> The Shame of the Nation: The Restoration of Apartheid Schooling in America<\/em><\/p>\n

 <\/p>\n

Activist Group<\/em><\/p>\n

Charles Dugger<\/p>\n

Ms. Nikkia Rowe, Principal Renaissance Academy High School<\/p>\n

<\/h3>\n

Evaluation:<\/h3>\n

Attendance\/Participation:\u00a0\u00a0 10%<\/strong> You are allowed one unexcused absence.<\/p>\n

Book Review: (2)\u00a0\u00a0\u00a0\u00a0\u00a0 20%\u00a0\u00a0\u00a0 <\/strong>You will write a two page, 600 word book review, one on either the film \u201cShock Doctrine\u201d or \u201cLife and Debt\u201d and the other on the book Heroes Fight<\/em>. The reviews will include one paragraph toward the beginning succinctly summarizing and explaining the main argument, and another towards the end expressing your opinion on the overall value of the work. In the middle you will provide textual evidence that supports your conclusion.<\/p>\n

Group Presentation: 25%\u00a0\u00a0\u00a0 <\/strong>Each student will participate in a research group in one of the four topic areas: education, housing, healthcare, or mass incarceration. The groups will make two scholarly presentations to the class based on their reading of the two works for each group on the syllabus. For their individual weeks, the groups will also provide a reading list to their classmates of individual chapters or outside articles and web pages totaling not more than 100 pages. The groups will post 1000-1200 word reviews of the books they presented on the classroom webpage \u201cBaltimore Up Rising.\u201d<\/p>\n

Individual Journal Reviews: 10% <\/strong>Every student has to write a two-page journal entry on the readings circulated by the other three groups, for a total of six pages. The journal entries are reflections on the reading, important quotes that capture major points of the argument, and questions. Due November 10.<\/p>\n

Group Reports:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 35%\u00a0\u00a0\u00a0 <\/strong>Each group will submit a joint written report that: (A) chronicles their work with Baltimore activist groups, including all of the written work that they collected, shared, and submitted; and (B) includes the annotated bibliography (includes scholarly works, websites, wikis, video blog and archives) shared with the group. All of the materials should be loaded up on the \u201cBaltimore Up Rising\u201d website.<\/p>\n

 <\/p>\n

August<\/h3>\n

27\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Introduction<\/h3>\n

Module I.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/em><\/h3>\n

September<\/h3>\n