WILLIAMS COLLEGE Syllabus

WILLIAMS COLLEGE

Course Syllabus

Black Leadership in America - Fall 2009

Black Politics – Spring 2009

Judicial Politics - Spring 2009

Constitutional Law II: Civil Liberties – Spring 2009

Race and Criminal Justice – Fall 2008

WILLIAMS COLLEGE

DEPARTMENT OF POLITICAL SCIENCE

Fall 2009

Black Leadership in America

Professor: Bernard Moore, Ph.D. Office Hours: Tues 7:00-9:45 p.m.Office: South Academic Building 227 Office Tel. 413-597-4771Email: [email protected] Cell Tel. 202-360-7551

Leadership in the Black America: Reflections on the Past,Analysis of the Present, and visions of the Future

Overview

This seminar is designed to allow students the opportunity to learn and freely discuss issues surrounding leadership in the African-American community and how leadership principles of the past impact their current development as leaders within the Williams community and the community at large. The ultimate goal of this seminar is to use our analyses of the past and present to assess how the young-adult African-American community can grow into future leaders within the African-American community.

The seminar has been designed to: (1) provide students with the necessary background to understand and examine the major theoretical approaches to the study of the “Reflections on the Politics of Black Leadership; (2) explore the relationships between the traditional academic disciplines (e.g. History, Political Science, Sociology) and the interdisciplinary field of Black Politics, and how various research methodogies can be used to Black Politics scholarship to provide fresh and original approaches to the study of important academic and political issues (e.g., Leadership and the changing structure of U.S. ethnicity, and globalization, the debate over black reparations, etc.)

Seminar Requirement

There are three essential requirements for the successful completion of this seminar in the “Reflections on the Politics of Black Leadership.”

Seminar Participation (30% of seminar grade):

First, students must attend seminar meetings and actively participate in discussions. Student should come prepared, having completed the required readings for the particular class in advance. The successful ability of students to raise critical questions and central ideas drawn from readings, and to engage other students in a meaningful exchange, is expected. Your attendance and quality of participation will comprise (10%) of your total course grade.

Second, at each seminar meeting beginning with Week II, one or sometime two students will be responsible for making an oral presentation of the required readings assigned for that particular date. Presentations should do more than provide abstracts of the key concepts and arguments in individual readings. They should draw parallels and links with other material read and/or discussed in prior meetings. Initial presentations should be at least ten but no more than fifteen minutes in duration, and accompanied by an outline or a short paper of no less than two pages. If more than one student is presenting at a particular class, individuals will be expected to meet prior to that class to coordinate and plan their presentations. All grades, however, are based on individual performance. The short papers must be submitted at the evening of your presentation. The presentation, short paper and your effectiveness in leading the group in discussion for that evening will constitute (20%) of your total course grade. Class performance evaluations will be taken after every seminar meeting.

Precises (30% of precises):

Each student will be required write three short papers (precises) on these readings on selected readings. Most of the students will read the common week, but three will read books for the individual readings. These three students will be required to give oral presentations and write precises on their individual readings. They also will be expected to hand out copies of precises to the rest of the class. A précis is normally three to four pages in length. It is a synopsis (not a critique) of the reading. All precises are due at the beginning of class and extensions normally will not be given. (Emphasis added).

Research Paper (40% of seminar grade):

The core requirement of the seminar is a 25 to 30 page research paper integrating theory and data (likely secondary) to address a topic at the intersection of Black Leadership. To facilitate development of quality papers, and opportunity to for constructive feedback, It is requires that you complete the research paper in two stages (each graded separately).

1. Research Paper Proposal and Annotated Bibliography (10% of final paper grade): You are required to produce a paper proposal which states the problem or issue you plan to address, provides an abstract and/or outline detailing the approach you intend to take, and includes an annotated bibliography of seven to 20 key references and/or sources. Due Monday, October 19, 2009 (You will be asked to discuss your proposal in class that week). (Emphasis added)

2. Research Paper (30% of final paper grade): Due on Monday, November 30, 2009. Students will be expected to present their research paper in class on November 30, 2009. Any paper that is not submitted by Monday, November 30, 2009 will be considered late. Late papers will be accepted up to Friday, December 4, 2009, but will be penalized by one grade level for every day that they are late. (e.g., a late paper that received on Monday, December 7, 2009, seven days late, is penalized by 50% grade in the class. Late papers must submitted to me personally in my office in the Department of Political Science. Student should keep a computer disk or a copy of their research paper. (Emphasis added).

Optional Journal/Portfolio (10% of seminar grade):

Students can complete a journal/portfolio of entries pertaining to Black Leadership, Black Politics and Congressional Black Caucus, based on events and experiences that occur during this semester. Journal/portfolios should consist of copies of articles from the New York Times/Washington Post relevant to concepts in the readings, lectures and other course activities; and typewritten responses of approximately one to two double-spaced pages to each article. Journals will be evaluated in terms of their ability to integrate and extend class concepts in depth and detail. As a general rule, portfolio must include at least seven entries. Up to two entries may relate to conversations or experiences students have had relevant to the course materials. Portfolios should be neat and well organized; unprofessional work will be marked lower. For extra credit toward the final grade may be earned from this assignment of 13 articles. Optional journal/portfolios are due in class on Monday, November 30, 2009.

COURSE GRADING

Discussion participation and attendance. 10%

Oral presentation, including minimum four-pagePaper that includes a comprehensive outline covering assigned weekly reading 20%

Precises (10% each totaling 30%) 30%

Research Paper Proposal and Annotated Bibliography 10%

Research paper (at minimum 25 typed pages excluding Footnotes and bibliography) due in class, Monday, November 30, 2009 30%

Total Course Grade 100%Optional Journal/Portfolio Bonus (10%)

IMPORTANT DATES

Seminar Participation: Weekly Presentation

Precises:

First Precises September 21, 2009Second Precises October 7, 2009Third Precises November 9, 2009

Research Paper:

Research Paper Proposal &Annotated Bibliography October 26, 2009

Final Research Paper November 30, 2009

STUDENTS WITH DISABILITIESIf you have a documented disability and anticipate needing accommodations in this course, please make arrangements to meet with the professor the first week of class. At that time, we will discuss any accommodations necessary for your successful participation in the course.GUIDELINES FOR WRITTEN ASSIGNMENTSAll papers shall be typed in the following format: double spaced with 1 inch margins all around, and a 10 or 12 point font, stapled once in the top left hand corner (no binders, folders, etc.). Papers should be printed in a standard font (Arial, Courier, Times, Bookman, etc.) and NOT in any particularly creative fonts (e.g., Comic Sans MS). No two side pages accepted.

MAKE-UP ASSIGNMENTSThere will be no make-up assignments for unexcused absences. Acceptable excuses (medical or personal emergencies and college-related business) must be provided to the instructor before the assignment is due and in writing to be considered. Students who are unable to complete an assignment for legitimate reasons that do not qualify as excused under college guidelines, and who notify the instructor before the assignment is due, may, at the discretion of the instructor, turn in late assignments for partial credit.

ELECTRONIC COMMUNICATION:

If you wish to send a message to me please include a recognizable subject line. Doing so allows me to instantly recognize your message as important and distinguishes it from the many messages from strange e-mail addresses that arrive on a daily basis, and facilitates a prompt response from me. If you send me an e-mail message and do not receive a prompt response, please do not hesitate to send a follow-up. While I try to answer each e-mail, it can be easy to accidentally overlook any particular message.

Students are responsible for monitoring and contributing to class electronic communication.REQUIRED READING

It is important that you do the readings assigned for each class meetings in advance. So that you can actively participate in the discussions. This is a seminar so you will be expected to have

given the material some thought and come to class prepared to raise issues and ask questions. Reading material will mainly be provided in a packet and selected reading on reserved in the College Library.

SEMINAR MEETING FORMAT AND MEETING DATES

Seminar meeting will consist of presentation and discussion led by Professor Bernard Moore. At some class meetings, other faculty who teach Africana Studies and the Political Science at Williams will give a presentation as well other Guest Lectures. In the second part of each seminar meeting, the student or students who had been assigned as discussants for that week’s reading give their 10-15 minute presentations, and then lead the entire class in a critical discussion about the content of the readings and the earlier lecture presentation.

TOPICS AND READING ASSIGNMENTS

Reflections on the History of Black-American Leadership

Week 1- September 7

Defining Leadership Activities

1. Introductions/ Icebreaker 2. Review syllabus and course rules/regulations and requirements 3. Group establishment of Community Standards for the course 4. Brainstorming of definitions of leadership 5. Choosing a definition

Pass out handouts with different definitions of leadership and ask students to stand next to posted definitions and explain why they chose the particular definition that worked for them

DiscussionWhat is leadership and why is it important?

Assignment for next week-- Statement of personal definition of black leadership

Prompt: What is your current definition of black leadership? How did you arrive at this definition? Do you consider yourself a black leader? Do you consider yourself an effective black leader?

Week 2- September 14, 2009

Foundations of Black Leadership Activities:

1. Develop our definitions of Black Leadership

Discussion:What can we learn from the first Black leaders? Do their basic principles of leadership still hold true today in Black American Leadership? Gender roles and leadership. Readings from:

The Confessions of Nat Turner by Nat Turner, p.1-17 The Hypocrisy of American Slavery, July 4th, 1852 by Fredrick Douglass, p.1-4 Ain’t I a Woman, December 1851 by Sojourner Truth, pgs.1-2The Narrative Life of an American Slave by Frederick Douglass Excerpts from Bound for the Promised Land: Harriet Tubman, Portrait of an American Hero by Kate Larson, p.85-105, 271-296 Week 3- September 21, 2009 In the Age of Segregation

DiscussionDubois and Washington: We know what they wrote, but what did they do? Is the spirit of debate (Washington and Dubois style) still around today? Is leadership exercised by black people? For black people? In response to black issues?

Readings from:

A Survival Guide for Leaders by Heifetz, Ronald A., Linsky, Marty, Harvard Business Review, 00178012, Jun2002, Vol. 80, Issue 6, p.65-74

“The Racial Contours of the Constitution” and “Black History and the Vision of Democracy” in Black Leadership by Manning Marable, p. 13-20 “Booker T. Washington and the Political Economy of Black Accommodation” in Black

Leadership by Manning Marable, p.23-40 “Of Mr. Booker T. Washington and Others” in The Souls of Black Folks

by W.E.B. Du Bois, p.30-42 Black Leadership by Manning Marble

First Precises Due

Week 4—September 28, 2009

Student Movements and the Power of Leadership Among the Youth Discussion:Discuss the effectiveness of young leadership during the Civil Rights Era, Sit-in’s andFreedom Rides, school integrations, SNCC, and young martyrs (church bombings). Lookat the history of black student leadership throughout the course of Duke University.

Readings from: “Ella Baker and the Origins of ‘Participatory Democracy’”

by Carol Mueller, The Black Studies Reader, p.79-90 Experts from Legacy, p.13-46, 61-67

Week 5- October 5, 2009

Black Power, Civil Rights, and Black Fundamentalism Discussion:

The idolization of King: Has it hurt or helped black leadership? What are we expecting from black leaders? Are blacks expecting a Christ-like figure? What do we do when the leadership doesn’t paint a pretty picture like Kings? How have these movements shaped our nation? Are they simply background noise to a more peaceful and optimistic solution to problems in black America? What tactics employed by fundamental leaders have worked/not worked?

Readings from:Letter from a Birmingham Jail by Martin Luther King, Jr., pgs.11 “Black Fundamentalism: Lois Farrakhan and the Politics of Conservative Black Nationalism” in Black Leadership by Manning Marable, p.161-182 “Meditations on the Legacy of Malcolm X” by Angela Y. Davis Reader, p.279-288 “Speech at Boston College” in The Huey P. Newton Reader, p.160-180*Walking in the Wind by John Lewis (on Reserve)Controversial Champion of Black Pride by Marcus Garvey p.39-50

Week 6 – October 12, 2009

Fall Reading Period

Analysis of the Current State of Black-American Leadership (Weeks 7-10)

Week 7- October 19, 2009 Introduction to the Present State of Black-American Leadership

Discussion:Throughout the next four weeks, we will discuss class and gender exploitation in the black community in regards to black leadership. What incentives do black leaders have to achieve true equality? Without some sort of struggle they would be without a position in society, so are they really striving for the end of racial oppression and discrimination? How have women been left out of the picture?

Readings from: Shadowboxing: Representations of Black Feminist Politics by Joy James, p. 93-122

“Forging Community: From Segregation to Transcendence”, Joy James, p.15-40 Scam: How the Black Leadership Exploits Black America by Jesse Lee Peterson

“Blacks are Not Suffering Due to Racism”, Jesse Lee Peterson, p.38-54 The New H.N.I.C. (Head Niggas in Charge): The Death of Civil Rights and the Reign of

Hip Hop by Todd Boyd , p. 24-44

“Introduction”, by The Angela Y. Davis Reader, p.1-23

Second Precises DueWeek 8- October 26, 2009 Deconstructing the Problem with Black Leadership in America

Readings from: The Farrakhan Factor: African-American Writers on Leadership, Nationhood, and

Minister Louis Farrakhan by Amy Alexander. (on Reserve)Farrakhan, the Hip Hop Generation, and the Failure of Black Leadership

by Ron Nixon p.184-193 Race Matters by Cornell West

“The Crisis in Black Leadership” p.51-70 Scam: How the Black Leadership Exploits Black America by Jesse Lee Peterson

“Blacks Need No Leaders” p.1-17 “The New ‘Massa’s” p.18-37

Research Paper Proposal and Annotated Bibliography Due in class

Week 9- November 2, 2009 Black Leadership and Intellectual Classism

Readings from: Transcending the Talented Tenth: Black Leadership and American Intellectualism by Joy James:

“The Talented Tenth Recalled” p.15-34 “Elite Educators and the Heroic Intellectual” p.155-182 “Radicalism and Black Intellectual Life” p.183-192

Week 10- November 9, 2009 Introduction to the Present State of Black American Leadership

Readings from: Race Matters by Cornell West, Chapter 5 “Beyond Affirmative Action: Equality

and Identity” p.91-100 Shadowboxing: Representations of Black Feminist Politics by Joy James

“Fostering Alliances: Black Male Profeminisms” p.151-170 Scam: How the Black Leadership Exploits Black America by Jesse Lee Peterson

“Instead of Reparations, How about a Ticket back to Africa?” p.69-84 “How Black America Shall Overcome” p.190-203

The New H.N.I.C. The New H.N.I.C. (Head Niggas in Charge): The Death of Civil Rights and the Reign of Hip Hop by Todd Boyd “Epilogue” p.139-152

Third Precises Due in Class

The Future of Black-American Leadership

Week 11- November 16, 2009

Black Leadership Roundtable1 in Chapin Hall at 8:00 p.m.

Monitor:

Congressman Danny K. Davis (Illinois) Gwen Ifill, PBS Washington Week & National Journal

Opening Remarks

Valerie Jarrett, Senior Advisor to the President (White House)

Invited Participants: 2

Condoleezza Rice, Former Secretary, U.S. Department of State Gen. Colin Powell, Former Secretary, U.S. Department of State Governor Deval Patrick (Massachusetts) Governor David Patterson (New York) Congressman Kendrick Meek (Florida) (Senatorial Candidate) Congressman Artur Davis (Alabama) (Gubernatorial Candidate) Congresswoman Maxine Waters (California) Congresswoman Barbara Lee, Chairwoman, Congressional Black Caucus (California)

1 All student are required to attend and participant in the break-out sessions at 4:00 p.m.2 All key participants in the Black Leadership Roundtable are subject to change without notice.

The class requested to participant in late afternoon breakout session with the key participants in the Black Leadership Roundtable at the Faculty House. The entire class is required to attend the Black Leadership Roundtable in Chapin Hall in a reserved section.

Participants in Roundtable

Purpose: This roundtable, entitled National Leadership in the Black American Community: Reflections on the Past, Analysis of the Present, and Visions for the Future, will feature a roundtable discussion with national leaders. Sponsored by The Congressional Black Caucus Foundation and the Leadership Studies Program at Williams College it will provide opportunities to better understand the universal phenomenon of leadership in human groups, whether on the level of a college, corporation, or a nation-state

Goals: The primary goal of the roundtable is to improve knowledge and understanding of Black Leadership on the national and state levels. The overall thrust will allow students the opportunity to learn and freely discuss issues surrounding policies and issues that are influenced by and influence leadership in the African-American community and how leadership principles of the past might impact students’ development as leaders within the Williams community and the community at large. The ultimate goal of this roundtable discussion is to use our analyses of the past and present to assess how the young-adult African-American community can grow into future leaders within the African American community.

Week 12 – November 23, 2009Evolution and/or Revolution of African-American Politics

Discussion:The last section of the course will be spent thinking through what has worked and what has not worked for black leaders throughout history. In what ways can black leaders improve upon their strategies and tactics? How can they maintain the strategies that did work? How can black leadership become more inclusive on the basis of gender and sexuality? How can black leaders address the generational gaps in the community?

Readings from: Speaking Truth to Power: Essays on Race, Resistance, and Radicalism by

Manning Marble Chapter 26, pg. 269 – 283 Black and Right: The Bold New Voice of Black Conservatives in America

Edited by Stan Faryna, Brad Stetson, and Joseph G. Conti Chapter 10, pgs. 58 – 70

From Exclusion to Inclusion: The Long Struggle for African-American Political Power by Ralph C. Gomes and Linda F. Williams

Chapter 7, pgs. 129 – 157, Chapter 10, pgs. 187 – 196

Week 13 – November 30, 2009The Future of African-American Leadership – Empowering Community and Self

Readings from: African American Leadership by Ron Walters and Robert C. Smith,

Chapter 12, p.249-258 Chain of Change: Struggles for Black Community Development by Mel King

Chapter 19, pgs. 227 – 263 African-American National Leadership: A Model of Complementarily by Terry Kershaw,

an article, 8 pages Black Leadership For Social Change by Jacob Gordon,

Part Three: Twentieth Century and Contemporary Black LeadershipPgs. 101-209

Final Research Paper is due in Class.

Williams CollegeDepartment of Political Science

Black PoliticsSpring 2009

Professor: Bernard Moore Office Hours: Tues 7:00-9:45 p.m.Office: South Academic Building 227 Telephone: 413-597-4771Email: [email protected]

Course Focus

The scope of participation by African Americans in the dominant American political system will be examined in the context of understanding the special forms of participation characteristic of black politics. At the same time, the range of political ideologies associated with black politics and American race relations will be examined. The historical evolution of socioeconomic conditions will also be explored. A primary goal of this course is to develop reliable concepts of black politics in the United States. The course is designed for advanced sophomore, juniors and seniors.

Course RequirementsGrades

Your grade in the seminar will be based on the following components:

Seminar Participation (20% of seminar grade): Participation is critical to a successful seminar so I am requiring you to lead one seminar discussion of assigned readings over the course of the semester (to be arranged on first day). Discussion leaders should be prepared to initiate an engaging/critical discussion of the week’s readings to start the meeting. I will occasionally resort to the Socratic Method to facilitate participation, and take note of your contributions to discussions generally.

Precises (40% of precises) Each student will be required write 3 short papers (precises) on these readings on selected readings. Most of the students will read the common week, but three will read books for the individual readings. These three students will be required to give oral presentations and write precises on their individual readings. They also will be expected to hand out copies of precises to the rest of the class. The other students, who choose to write on that week’s readings, will write on the common readings. A précis is normally three to four pages in length. It is a synopsis (not a critique) of the reading. All precises are due at the beginning of class and extensions normally will not be given.

Term Paper (40% of seminar grade): The core requirement of the seminar is a 20 to 25 page term paper integrating theory and data (likely secondary) to address a topic at the intersection of

Black Politics. To facilitate development of quality papers, and opportunity to for constructive feedback, I am requiring that you complete the paper in two stages (each graded separately).

1. Research Paper Proposal and Annotated Bibliography (10% of final paper grade): You are required to produce a paper proposal which states the problem or issue you plan to address, provides an abstract and/or outline detailing the approach you intend to take, and includes an annotated bibliography of seven to ten key references and/or sources. Due week 8 (You will be asked to discuss your proposal in class that week).

2. Final Research Paper (30% of final paper grade): Due on May 4, 2009.Black Politics and students will be expected to present their research in class on May

.4, 2009

Students with Disabilities. If you have a documented disability and anticipate needing accommodations in this course, please make arrangements to meet with the professor the first week of class. At that time, we will discuss any accommodations necessary for your successful participation in the course.Optional Journal/Portfolio Students can complete a journal/portfolio of entries pertaining to race in criminal justice, racial disparities and racial profiling, based on events and experiences that occur during this semester. Journal/portfolios should consist of copies of articles from the New York Times/Washington Post relevant to concepts in the readings, lectures and other course activities; and typewritten responses of approximately one to two double-spaced pages to each article. Journals will be evaluated in terms of their ability to integrate and extend class concepts in depth and detail. As a general rule, portfolio must include at least seven entries. Up to two entries may relate to conversations or experiences students have had relevant to the course materials. Portfolios should be neat and well organized; unprofessional work will be marked lower. For extra credit toward the final grade may be earned from this assignment. Optional journal/portfolios are due in class on Monday, May 11, 2009.

Guidelines for Written AssignmentsAll papers shall be typed in the following format: double spaced with 1 inch margins all around, and a 10 or 12 point font, stapled once in the top left hand corner (no binders, folders, etc.). Papers should be printed in a standard font (Arial, Courier, Times, Bookman, etc.) and NOT in any particularly creative fonts (e.g., Comic Sans MS).

Make-up Assignments

There will be no make-up assignments for unexcused absences. Acceptable excuses (medical or personal emergencies and college-related business) must be provided to the instructor before the assignment is due and in writing to be considered. Students who are unable to complete an assignment for legitimate reasons that do not qualify as excused under college guidelines, and who notify the instructor before the assignment is due, may, at the discretion of the instructor, turn in late assignments for partial credit.Penalties for Late Assignments

Assignments turned in on the day they are due but after assignment were collected in class will face five-percent penalty. Each additional late day will accrue an additional ten percent deduction. Electronic submission of assignments will not be accepted except at the discretion of and by the invitation of the instructor.

Electronic Communication:

If you wish to send a message to me please include a recognizable subject line. Doing so allows me to instantly recognize your message as important and distinguishes it from the many messages from strange e-mail addresses that arrive on a daily basis, and facilitates a prompt response from me. If you send me an e-mail message and do not receive a prompt response, please do not hesitate to send a follow-up. While I try to answer each e-mail, it can be easy to accidentally overlook any particular message.

Students are responsible for monitoring and contributing to class electronic communication.

Text

Hanes Walton and Robert C. Smith, American Politics and the African American Quest for Universal Freedom (Longman, 2000)

Required Readings

It is important that you do the readings assigned for each class meetings in advance. So that you can actively participate in the discussions. This is a seminar so you will be expected to have given the material some thought and come to class prepared to raise issues and ask questions. The will come from materials on mainly on reserved book in the College Library.

An Overview of Black Politics in AmericaWeek 1February 4 A. General Perspectives:

Hanes Walton and Robert Smith, American Politics and the African American Quest for Universal Freedom, Ch. 3 and 4.

John Powell, H. Jeffries, D. Newhart and E. Stiens, “Towards a Tranformative View of Race,” ed.

Marguerite Barnett & Hefner, Public Policy for the Black Community, Ch.1: “Theoretical Perspectives….”

Selected Readings for Precises

Henry, Chares. The Political Culture of the United States.

Fendrich, James Max. Ideal Citizens

Harris, Fredrick. Something Within: Religion in African American Political Activism.

Lincoln, Eric C., and Lawrence Mamiya. The Black Church and the African American Experience.

Week 2February 9 B. Political Science Concepts

Walton and Smith, American Political and African American Quest for Universal Freedom

Michael Dawson, Black Vision, Ch. 1

Mack Jones, “Political Science and the Black Political Experience: Issues in Epistemology and Relevance”. National Political Science Review” Vol. 3,

25-39.

Week 3 C. Concepts of Race in Political Behavior and IdeologyFebruary 16

Robert Smith, We have No Leaders, Ch. 1.

Walters, Ron, “Barack Obama and the Politics of Blackness,” Journal of Black Studies 38, 1 (Sept. 2007): 7:29

Claudine Gay, “Putting Race in Context,” American Political Science Review 98, 4 (Nov. 2004): 547-562.

Walton and Smith, American Politics and American Quest…, Ch. 5.

Michael Omi and H. Winant, “Postmodern Racial Politics…,” ed. Theodore Rueter, The Politics of Race, Ch.4.

Pierre van de Berge, Race and Racism, Ch.1.

Amiri Baraka, “Malcolm As Ideology,” ed. Joe Woods, Malcolm X: In Our Own Image, pp. 19-35.


Dawson, Michael. Behind the Mule: Race and Class in African-American Politics.

Kinder, Donald, and Lynn Sanders. Divided by Color: Racial Politics and Democratic Ideals.

Smith, Robert C., and Richard Seltzer. Contemporary Controversies and the American Racial Divide.

The Emergence of Continuing Issues and Patterns of Behavior in Black Politics

Week 4 A. Historical Political Development of Black InstitutionsFebruary 23

Antibellum Political Organizing:

Walton and Smith, American Politics and the African American Quest, Ch. 2

Molefi Asante and A. Abarry, African Intellectual Heritage, Statements of F. Douglass, N. Turner and D. Walker, pp. 609-640.

Alphonso Pinkney, In Red and Black……, “The Black Nationalist Tradition,”

Sterling Stuckey, Slave Culture, Ch. 3, “Garnett….” And Ch.4, “Identity”

John Hope Franklin, From Slavery to Freedom, Chs. 17 & 18 in 3rd. (or two Chapters on post-Civil War period in more recent editions).

Lerone Bennett, Black Power, USA, Ch. 5.

Mary Berry and J. Blassingame, Long Memory, pp. 92-113.

Eugene Genovese, Roll Jordan Roll.

Melville Herskovits, The Myth of the Negro Past, “Africanisms Religious Life.”

C. Van Woodward, The Strange Career of Jim Crow.

John Hope Franklin, Reconstruction After the Civil War.

Derek Bell, And We Are Not Saved, Ch. 1.


C. Van Woodward, The Strange Career of Jim Crow.

John Hope Franklin, Reconstruction After the Civil War.

Curtis, Michael. No State Shall Abridge: The Fourteenth Amendment and the Bill of Rights.

Noonan, John T. Narrowing the Nation’s Power: The Supreme Court Sides with the States.

Week 5 B. The Emergence of Nationalist-Integrationist ControversyMarch 2

S. Stuckey, Slave Culture, Ch. 5, “DuBois….”

M. Marable, Black Leadership, Ch. 3&4.

Harold Cruse, The Crisis of the Negro Intellectual pp. 3-88 and 171-180.

John White, Black Leadership in America, Chs. 3&4.

Meyer Winberg, W.E.B. DuBois, A ReaderEugene Genovese, In Red and Black, Ch. 9.


W.E.B. DuBois, The Souls of Black Folk, “Of Book T. Washington and Others.”

F. Broderick and A. Meier, Negro Protest Thought in the Twentieth Century, “Booker T….,” and “Monroe Trotter…”

Alphonso Pinkney, In Red and Black….., “The Black Nationalist Tradition,”

Bernard Magubane, “Pan-Africanism,” The Ties That Blind.

Twentieth Century Black Nationalism

Week 6 A. The Garvey MovementMarch 9

Amy J. Garvey, Philosophy and Opinions of Marcus Garvey, Vol. II, pp. 1-8.

Wilson J. Moses, Creative Conflict in African American Thought, Chs. 13&14.

M. Asante and Abarry, African Intellectual……, pp.402-8.

Walton and Smith, American Politics and African American Quest, Ch.8 pp.125-133.

B. Modern Nationalists and Afrcentrists

C. Elaine Brown, A Taste of Power, Ch.1

“Farrakhan....,: Emerge (August 1990)

Vincent Franklin, Living Our Stories….,”Malcolm X…”

Theodore Vincent, Black Power and the Garvey Movement, Ch.1.


Giddings, Paula. When and Where I Enter: The Impact of Black Women and Race and Sex in America.

Smith, Robert C. We have No Leaders: African Americans in the Post-Civil Rights Era.

Stuck, Sterling. The Ideological origins of Black Nationalism.

Civil Rights Movement and Voting Rights Politics

Week 7 A. The Organizing of the Movement and ProtestMarch 16

Aldon Morris, The Origins of the Civil Rights Movement, Chapter 1, 2, 3 and 6.

Manning Marable, Black American Politics, Ch.2, “The Marches….”.

Robert Smith, We Have No Leaders, Ch.2, “National Black Political Convention.”

Yvette Alex-Assensoh and Karin Stanford, “Gender, Participation and the Black Urban Underclass,” ed. Cathy Cohen et al., Women Transforming Politics.

Peter Eisinger, “Racial Differences in Protest Participation,” American Political Science Review 75, 2 (June 1974), pp. 595-606.

Martin L. King, “Letter from a Birmingham Jail,” in Why We Can’t Wait.

S. Carmichael and C. Hamilton, Black Power, Chapter 4&6.

F. Broderick and A. Meier, Negro Protest Thought in the Twentieth Century.Andrew Hacker, Two Nations, Ch.1.\


Yvette Alex-Assensoh and Karin Stanford, “Gender, Participation and the Black Urban Underclass,” ed. Cathy Cohen et al., Women Transforming Politics.

L. King, “Letter from a Birmingham Jail,” in Why We Can’t Wait.


Week 8March 23 Spring Recess

Week 9March 30 Spring Recess

Week 10April 6 Voting Rights

Chandler Davis, Minority Vote Dilution, Ch. 1&2

L. Barker, Jones and Tate, African Americans…..Ch.8

Lani Guinier, “What Color Is Your Gerrymander?....” ed. T. Rueter, The Politics of Race.

Hanes Walton, Black Political Parties, Ch.4

Voting Behavior and Electoral Politics

Week 11 A. Patterns of Black VotingApril 13

Katherine Tate, Black Faces in the Mirror, Ch.1.

Melissa Harris-Lacewell, Barbershops, Bibles and BET, Ch. 3, “Black Talk……”

Walton and Smith, American Politics and African American Quest, Ch.10.

Norman Nie, Verba and Petrockik, The Changing American Voter, Ch.2&3

Lawrence Bobo and Franklyn Gilliam, “Race, Socio-Political Participation, and Black Empowerment,” American Political Science Review, 84, 2 (June 1990).


Edward Carmines and J. Stimson, “……Kennedy to Reagon,” ed. T. Rueter, The Politics of Race.


Frymer, Paul. Uneasy Alliances: Race and Party Competition in America.

Guinier, Lani. The Tyranny of the Majority.

Walters, Ronald. Black Presidential Politics: A Strategic Approach.

Walton, Hanes, Jr. “Black voting Behavior in the Segregationist Era.

Week 12 B. Presidential PoliticsApril 20

Manning Marable, Black American, Chapter 5, “Rainbow Rebellion.”TBA

Week 13 C. Local Political ParticipationApril 27

Georgia Persons, “Black Mayoralities….,” in Persons, Dilemmas…, Ch.10

Walton and Smith, American Politics and African American, Ch.9

M. Davis and A. Willingham, “Andrew Young….,” in Persons, Dilemmas, Ch. 8.

T. Rueter, The Politics of Race, Chs. 21-23 by R. Sonenshein, J. Sleeper and B. Bradley.

Civil Rights and Interest Group Politics

Week 14 A. Desegegration and Affirmative Action in EducationMay 4

Hanes Walton, African American Power…., Ch. 5, pp. 77-86 and Ch. 9, pp. 15475.

Martin Carnoy, Faded Dreams, Ch. 7

Lorenzo Morris, Elusive Equality, Ch. 1 & 7.


Bowles and Bok, The Shape of the River Introduction & Conclusion.

Derrick Bell, Race and Racism in American Law.

Gail Thomas, ed. Black Students in Higher Education.

Race and Social Class

Week 15 A. Empirical of Analysis of Race and Class FactorMay 11

Melissa Harris-Lacewell, Barbershops, Bibles and BET, Ch.1

Michael Dawson, Behind the Mule, Chapter 1 and 2.

William J. Wilson, The Declining Significance of Race, Chs. 1&2.

Douglass Glasgow, The Black Underclass, Chapter 2.

Oliver C. Cox, Caste, Class and Race, pp. 567-583.

Richard Coward & F. Piven, The Politics of Turmoil, Part 3.


Richard Allen, Black Awakening in Capitalist America.

Lawrence Otis Graham, Our Kind of People: Inside America’s Black Upper.

WILLIAMS COLLEGEDepartment of Political Science

Race and Criminal Justice Fall 2008

Mon. 7:00 p.m. – 9:45 p.m.

Professor: Bernard MooreClassroom: Hopkins 309Office: South Academic Building Rm. 227Office Hours: Tue. 9:45 a.m. – 11:45 a.m. or by appointmentPhone: 413-596-4771E-mail: [email protected]

SEMINAR OBJECTIVES

This seminar offers in-depth historical, sociological, and political perspective on the radicalization of criminal social control, focusing on the U.S. context. Through readings of theoretical and empirical source material, considerations of popular media, independent research, and seminar discussions, we will examine how ideas and practices of criminal justice are normatively infused with racial meaning, and thus structured by race-based distinction. In other words, we will examine how criminal justice operates as a radicalized social system, reflecting and influencing wider societal race relations. By considering how racial oppression and domination are reflected in the dynamic racial history of American criminal justice, the seminar also consider the phenomenological meaning, requirements and future possibility of what we might call ‘racial justice’ in contexts of criminal social control.

GRADING

Your grade in the seminar will be based on the following components:

Seminar Participation (10% of seminar grade): Participation is critical to a successful seminar so I am requiring you to lead one seminar discussion of assigned readings over the course of the semester (to be arranged on first day). Discussion leaders should be prepared to initiate an engaging/critical discussion of the week’s readings to start the meeting. I will occasionally resort to the Socratic Method to facilitate participation, and take note of your contributions to discussions generally.

Book Reviews (20% of seminar grade): You must write two academic book reviews (3 to 5 pages; worth 10% each) critically reflecting on contributions of a selected text to the study of race and criminal justice. Reviews should state the central problems addressed and your perspective on the merits and/or shortcomings of their treatment. You should also relate texts to other materials we have read or issues discussed in seminar meetings. Book Reviews will be due at identified intervals in the semester – not according to when specific books are assigned – see seminar schedule.3

3 I will allow you to write one of the reviews on a book I have not assigned, provided you obtain permission in advance.

Research Paper (60% of seminar grade): The core requirement of the seminar is a 20 to 25 page term paper integrating theory and data (likely secondary) to address a topic at the intersection of race/ethnicity and criminal justice. To facilitate development of quality papers, and opportunity to for constructive feedback, I am requiring that you complete the paper in two stages (each graded separately).

3. Research Proposal and Annotated Bibliography (20% of final paper grade): You are required to produce a paper proposal which states the problem or issue you plan to address, provides an abstract and/or outline detailing the approach you intend to take, and includes an annotated bibliography of seven to ten key references and/or sources. Due week 8 (You will be asked to discuss your proposal in class that week).

2. Research Paper (40% of final paper grade): Due on the final day of class, on Race and Criminal Justice.

Journal/Portfolio (10% of seminar grade): Students must complete a journal/portfolio of entries pertaining to race in criminal justice, racial disparities and racial profiling, based on events and experiences that occur during this semester. Journal/portfolios should consist of copies of articles from the New York Times/Washington Post relevant to concepts in the readings, lectures and other course activities; and typewritten responses of approximately one to two double-spaced pages to each article. Journals will be evaluated in terms of their ability to integrate and extend class concepts in depth and detail. As a general rule, portfolio must include at least seven entries. Up to two entries may relate to conversations or experiences students have had relevant to the course materials. Portfolios should be neat and well organized; unprofessional work will be marked lower. For extra credit toward the final grade may be earned from this assignment. Optional journal/portfolios are due in class on Monday, December 1, 2008.

Students with Disabilities. If you have a documented disability and anticipate needing accommodations in this course, please make arrangements to meet with the professor the first week of class. At that time, we will discuss any accommodations necessary for your successful participation in the course.

Guidelines for written assignmentsAll papers shall be typed in the following format: double spaced with 1 inch margins all around, and a 10 or 12 point font, stapled once in the top left hand corner (no binders, folders, etc.). Papers should be printed in a standard font (Arial, Courier, Times, Bookman, etc.) and NOT in any particularly creative fonts (e.g., Comic Sans MS).Make-up AssignmentsThere will be no make-up assignments for unexcused absences. Acceptable excuses (medical or personal emergencies and college-related business) must be provided to the instructor before the assignment is due and in writing to be considered. Students who are unable to complete an assignment for legitimate reasons that do not qualify as

excused under college guidelines, and who notify the instructor before the assignment is due, may, at the discretion of the instructor, turn in late assignments for partial credit.Serious violations of these rules may result in a request that the offending individual(s) leave the classroom. Grading penalties (up to a half-letter grade for first-time offenders and a full letter-grade for recidivists) may be imposed at the discretion of the instructor.Class Meetings:Class meetings will be comprised of introductory and concluding comments from the instructor, lectures, video presentations, questions and discussions involving the whole class, and vigorous participation by students. This format places some limits upon formal presentation by the instructor in order to maximize student engagement with the material. One requirement for this format to prove successful is that each student must come to each class prepared. That involves reading, studying, analyzing and often re-reading and re-analyzing materials before class. Inadequate preparation will virtually assure that much of what is said in the class, both by students and by the instructor, will make little sense.

You must also try to resist the temptation to discount the comments of your fellow students. The course is designed to give students the opportunity to articulate key concepts and criticisms. Many, if not most, of the important statements made in the class will be made by students. It is essential that you give the utmost respect to your classmates.

Also, keep in mind that in no case should any of the comments in the class be taken or directed personally. A college classroom is perhaps the singular place in our society where people gather for the purpose of giving deliberate and reasoned consideration to a wide range of views, including many of great controversy. Indeed, I encourage you to present views you may not necessarily agree with in order to explore and develop relevant themes or issues.’

Plagiarism or Cheating. This one’s simple: don’t do it. Don’t even think about doing it. All people participating in the education process are expected to pursue honesty and integrity in all aspects of their academic work. Academic dishonesty, including plagiarism, will be handled according to the procedures set forth by Williams College Student Handbook.

READINGS

In addition to several articles distributed via Blackboard (identified in the schedule as “BB”) or in class as handouts, we will read the following books, available at Water Street Book and the College Library:

Samuel Walker, Cassia Spohn, Miriam Delone, Color of Justice: Race, Ethnicity, and Crime in America

Marc Mauer, Race to Incarcerate Tushar Kansal, Racial Disparity in Sentencing: A Review of the Literature

Marc Mauer and Ryan S. King, Uneven Justice: State Rates of incarceration by Race and Ethnicity

The Sentencing Project, 2008 Presidential Candidates’ Platforms on Criminal Justice

The Sentencing Project, School and Prisons: Fifty Years After Broad of Education

Jeff Manza and Christopher Uggen, Locked Out: Felon disenfranchisement and American Democracy

Course Schedule

Week One (September 8): Introductions and overview of seminar objectives.

Ronald Weich and Carols Angulo, Racial Disparities in the American Criminal Justice System.

Week Two (September 15): Race, Ethnicity, and Crime: The Present Crisis

Readings:

The Color of Justice, Pages 1-25. Marc Mauer, Uneven Justice: State Rates of Incarceration by Race and

Ethnicity, Race, Class, and the Development of Criminal Justice Policy, Sentencing Project.

Jeanne Flavin, “Of Punishment and Parenthood: Family-Based Social Control and the Sentencing of Black Drug Offenders”.

Week Three (September 22): Victims and Offenders: Myths and Realities about Crime

Readings:

The Color of Justice, Page 29-71 Marc Mauer, Race to Incarcerate, The Rise of the “Tough on Crime”

Movement, Pages 40-54 Chester L. Britt, Social Context and Racial Disparities in Punishment

Decision

Week Four (September 29): Justice on the Street? The Police and Racial and Ethnic Minorities

Readings:

The Color of Justice, Page: 106-154 Roy L. Austin and Mark D. Allen, “Racial Disparity in Arrest Rates as an

Explanation of Racial Disparity in Commitment to Pennsylvania’s Prison”. Race and the Police, Ch.1 Race and the Prosecutorial Discretion

Week Five (October 6): The Courts: A Quest for Justice During the Pretrial Process

Readings:

The Color of Justice, Page: 163-195 The Color of Justice, Justice on the Bench? Trial and Adjudication in Criminal

Court, Page: 201-227 Willful Judicial Blindness, Ch. IV

Book Review #1 Due

Week Six (October 13): Reading Period

No Class

Week Seven (October 20): Race and Sentencing: In Search of Fairness and Justice

Readings:

The Color of Justice, Pages: 231-281 Stephen Demuth and Darrell Steffensmeier, Ethnicity Effects on Sentence

Outcomes in Large urban Courts: Comparisons among White, Black, and Hispanic.

Ronald S. Everett and Roger Wojtkiewiez, Difference, Disparity and Race/Ethnic Bias in Federal Sentencing.

Race, Sentencing and the “Tough on Crime” Movement, Chapter III

Guest Lecturer: Hon. Alexander Williams, Judge United States District Court, District of Maryland

Hon. Consuelo B. Marshall, Judge United States District Court, Central District of California

Week Eight (October 27): The Color of Death: Race and the Death Penalty

Readings:

The Color Justice, Pages: 291-333

Sentencing Project: 2008 Presidential Candidates’ Platforms on Criminal Justice

Research Proposal and Annotated Bibliography Due

Week Nine (November 3): Corrections in America: A Colorful Portrait: Corrections vs. College: Minorities in Society

Guest Speaker: Gregory Carr, PhD, Professor, African American StudiesHoward University

Readings:

The Color of Justice, Pages: 341-369 Marc Mauer, The Prison-Crime Connection, Race to Incarcerate, Pages 92-

112 Sentencing Project: School and Prisons: Fifty Years After Board of Education

Week Tenth (November 10):

Guest Speaker: Marc Mauer, Executive Director, Sentencing Project

Readings:

Marc Mauer, Consequences: Intended and Unintended, Race to Incarcerate, Pages: 195-207, 208- 217

Felon Manza and Uggen, Locked Out, Chapter 1-3 and 6-10 Disenfranchisement and American (Racial) Democracy

Marc Mauer, Thinking About Prison and its Impact in the Twenty-First Century The Consequences of Too Little Justice, Ch. VI

Book Review #2 Due

Week Eleven (November 17): Evening with Members of the Congressional Black Caucus

Members of Congress

Rep. James E. Clyburn Rep. Diane E. WatsonRep. Danny K. Davis Rep. Hank JohnsonRep. Sheila Jackson Lee Rep. Yvette ClarkeRep. Diane E. Watson Rep. Donna ChristensenRep. Bennie ThompsonReadings:

Marc Mauer, “Give the Public What It Wants”: Media Image and Crime Policy, Race to Incarcerate

Week Twelve (November 24): Public Policy and Crime

Guest Lecturer: Keen Keller, Counsel U.S. House of Representatives, Committee on Judiciary

Readings:

The Color of Justice, Pages: 375-413; The Color of Justice Chapter 11 Marc Mauer, Crime as Politics, Race to Incarcerate, Pages 55-91. Rudolph Alexander, Jr. and Jacquelyn Gyamerah, Differential Punishing of

African Americans and Whites Who Possess Drugs

Week Thirteen (December 1): Color of Justice

Present Final Paper

Final Paper Due

Journal/Portfolio Due

Documents

WILLIAMS COLLEGE Syllabus