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Technical Requirements: |
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COURSE ASSIGNMENTS AND GRADING:
1. Jane Addams/Mary Richmond and Ida B. Wells-Barnett:
Compare and Contrast Paper (Due Date: 10/19/2013) Up To 5 points
2. Social Policy Model Paper (Due Date: 12/6/2013- 2:00 pm) Up To 35 points
3. Mid-term Exam (Date: 9/28/2013) Up To 25 points
4. Class Participation (Recommended Texts/ Policy Issues) Up To 35 points
100 points
Explanation of Assignments:
1. Papers:
A. Write a Comparison and Contrast Paper on Jane Addams, Mary Richmond, Ida B. Wells-Barnett, and Whitney M. Young, Jr.: Research the lives of Jane Addams, Mary Richmond, Ida B. Wells-Barnett and Whitney M. Young, Jr., four pioneers in the Social Work profession. Using a variety of academic sources compare and contrast their philosophies, methodologies and contributions to the profession of Social Work. 5-8 pages. (Due: 10/19/2013)
B. Write a Social Policy Model Paper which examines a specific social policy issue. 10-15 Pages. More explicit guidelines will be provided prior to the Fall Break (Due: 12/6/13- 2:00 pm).
SAMPLE SOCIAL POLICY ISSUE:
Social Policies: Applying the Model to Issues: Health Care.
Physicians’ for National Health Plan
http://www.pnhp.org/publications/a_national_health_program_for_the_united_states.php
http://www.pnhp.org/publications/proposal_of_the_physicians_working_group_for_singlepayer_national_health_insurance.php
Myths about Canadian Health Care
http://www.pnhp.org/single_payer_resources/mythbusters_by_the_canadian_health_services_research_foundation.php
http://www.pnhp.org/single_payer_resources/mythbusters_by_the_canadian_health_services_research_foundation.php
Alternate Views of National Health Insurance
http://www.cato.org/pub_display.php?pub_id=3627
2. Classroom Participation Assignments: At every class session, students should bring an article about a current policy issue to class. This topic can be local, state, national or international. The article must be from a REPUTABLE SOURCE, a “journal of record.” Such as your local community’s newspaper, e.g., Savannah Morning News or from a reputable national newspaper, e.g., New York Times, Washington Post, Los Angeles Times, Chicago Tribune or the Wall Street Journal. Additional sources may be found at the Arts and Letters Daily website: www.aldaily.com
NO WIKIPEDIA CITATIONS! No Oprah! No Dr. Phil
It is inappropriate to cite any encyclopedia. But especially Wikipedia in a scholarly paper.
Neither should you utter a word in class about something you heard, saw or read in a “pop” TV Show (e.g., Oprah, Tyra Banks, Jerry Springer, Dr. Phil, etc.) or “pop” Psychology periodical, e. g., Psychology Today.
WEBLINK/CLASS PARTICIPATION: The Web Links cited in the course syllabus are part of your weekly recommended reading assignments. You will be called upon to report on what you have read.
WRITING (Papers and Projects): Seventy-Five percent (75%) of policy work includes writing. Good writing skills are therefore paramount for success in this area. All papers will be written as though they are being submitted for scholarly publication. All work submitted to the instructor must be typed and follow APA guidelines and must include a cover page, an abstract, and reference page(s.) Papers will be marked down for poor grammatical usage and spelling. Students who experience difficulty in writing will be referred for mandatory remedial work. Students can find help with bibliographies at http://www.biblioscape.com/biblioexpress.htm. Students can find help with APA style in Szuchman (2004). All written work submitted to the instructor shall be typed and follow the APA style. This includes a cover page, an abstract, and a reference page(s).
Nota Bene: All papers must be typewritten using APA style and reference format. Papers will demonstrate your ability to integrate the reading and treatment into practice. Late papers will receive lesser grades. Poor writing will not be tolerated. Poor spelling and grammar will result in a lower grade. Students would be well-advised to submit papers to the instructor only after having submitted them to the writing lab where Savannah State University students can submit papers and receive feedback. For more information, contact resources such as The SSU Writing Center (ssuwritingcenter@savannahstate.edu or 912-358-4495), The Center for Academic Success (Whiting Hall Room 253 or 912-358-3488).
Criteria for Grading Papers
Here is what I am looking for in your submissions. This is how I will grade papers.
A Paper: Perhaps the principal characteristic of the A paper is its rich content. The author, sentence after sentence, such that the reader feels significantly teaches the information delivered, paragraph after paragraph. The A paper is also marked by stylistic finesse, the title and opening paragraph are engaging, the transitions are artful, the phrasing is light, fresh and highly specific, the sentence structure is varied, and the tone enhances the purpose of the paper. Finally, because of its careful organization and development, the A paper imparts a feeling of wholeness and unusual clarity.
B Paper: The B paper is significantly more than competent. Besides being almost free of mechanical errors, the B paper delivers substantial information. Its points are logically ordered, well developed, and unified around a clear organizing principle that is apparent early in the paper. The opening paragraph draws the reader in; the closing paragraph is both conclusive and thematically related to the opening. The transition between paragraphs is for the most part smooth. The sentence structure is pleasingly varied. The diction in the B paper is typically much more concise and precise than that found in the C paper. Occasionally it even shows distinctiveness -- i.e. finesse and memorability. Overall then, a B paper makes the reading experience a pleasurable one, for it offers substantial information with few distractions.
C Paper: The C paper meets the assignment, has few mechanical errors, and is reasonably well organized and developed. The actual information it delivers, however, seems thin and commonplace. One reason for that impression is that the ideas are typically cast in the form of vague generations. Stylistically, the C paper has other shortcomings as well, the opening paragraph does little to draw the reader in, the final paragraph offers only a perfunctory wrap-up, the transitions between paragraphs are often bumpy (dangling), the sentences seem to follow a predictable subject-verb-object order, and the diction is occasionally marred by unconscious repetitions, redundancy, and impression. The C paper, then, gets the job done but lacks both imagination and intellectual rigor.
D Paper: In the D paper, the treatment and development of the subject are rudimentary. While organization is present, it is neither clear nor effective. Sentences are frequently awkward, ambiguous, and marred by serous mechanical errors with no or scanty evidence of careful proofreading. The whole piece, in fact, often gives the impression of having been conceived and written in haste.
F Paper: Its treatment of the subject is superficial, its theme lacks discernible organization, its prose is garbled or stylistically primitive, and mechanical errors are frequent. In short, the ideas, organization, and style fall far below what is acceptable for college writing.
COURSE CALENDAR
SESSION ONE: (8/17/2013) Introductions!! Overview of course, reviews of syllabus, class policies, grading procedures and course expectations. Social Reform in a Society with conflicting tendencies.
Class exercise: Impromptu reflections: “I decided to become a Social Worker because…”
“I know I have what it takes to be a good policy maker because…” Write 1-2 paragraphs which tell “your story” on how you came to understand your role as a Master Social Worker.
Text: N/A
SESSION TWO: (8/24/2013): Continuing the Discussion: Frameworks for understanding the evolution of the reluctant welfare state.
Required Text: Jansson, Chapter 1. “The Symbiotic and Uneasy Relationship between Clients, Social Workers and the Welfare State.”
SESSION THREE: (8/31/2013): Fashioning a New Society in the Wilderness
Required Text: Jansson, Chapter 3. “Fashioning a New Society in the Wilderness...”
Recommended Text: Social Work History Train: English Origins of Welfare Laws
http://www.boisestate.edu/socwork/dhuff/us/chapters/Chapter%201.htm
Jamestown, VA: laws on indentured servants
http://www.virtualjamestown.org/servlaws.html
Savannah Slave Code
http://www.ci.savannah.ga.us/Cityweb/RLibCat.nsf/67eb36a41c97009d8525683a00739771/0195ab6b7edcc565852572f00052932a?OpenDocument
The Pueblo Revolt of 1680
http://historymatters.gmu.edu/d/6527/
The Manners and Customs of the Indians of New England in 1637.
http://www.fordham.edu/halsall/mod/1637morton.html
SESSION FOUR: (9/7/2013-TENTATIVE): The Historical Evolution of Social Policy: The Early Republic.
Required Text: Jansson, Chapter 4. “Social Welfare Policy in the 19th Century: 1789-1902”
Recommended Text:
Schiele, J. (2000). Human Services and the Afrocentric Paradigm. Chapter 7. The Afrocentric Paradigm and Social Welfare Philosophy, Ideology and Policy. New York, The Haworth
Press
Slave Narratives from the Library of Congress
http://memory.loc.gov/ammem/snhtml/snhome.html
The European Impetus for Immigration to America
http://historymatters.gmu.edu/d/6624
Zinn, H. (2003) “Drawing the Color Line” and “Persons of Mean and Vile Condition”.
SESSION FIVE: (9/14/2013) Social Reform: The Progressive Era.
Required Text: Jansson, Chapter 5. “Social Reform in the Progressive Era”
Recommended Text:
Social Work History Train: The Industrial Era
http://www.boisestate.edu/socwork/dhuff/us/chapters/CHAPTER%206.htm
Life and Work in Chicago’s Stockyards
http://historymatters.gmu.edu/d/5727/
The Working Girls of New York
http://tenant.net/Community/Riis/chap20.html
The Color Line in New York
http://tenant.net/Community/Riis/chap13.html
The Double Whammy: African American Women in the Progressive Era
http://historymatters.gmu.edu/d/5126
SESSION SIX: (9/21/2013) The Depression and The New Deal: The Early Stages
Required Text: Jansson, Chapter 6. “Social Policy to Address the Worst Economic Catastrophe in U.S. History”
Katznelson, Chapter 2. “Welfare in Black and White” and Chapter 3. “Rules for Work”
Recommended Text:
Black Cotton Farmers and the AAA
http://newdeal.feri.org/opp/opp3572.htm
AFL and the 30-Hour Week
http://www.timesizing.com/2blkbill.htm
The New Deal and The Negro: A look at the facts:
http://newdeal.feri.org/opp/opp35200.htm
The National Industrial Recovery Act and Black Works
http://newdeal.feri.org/opp/opp33231.htm
Social Responsibility for Social Welfare
http://newdeal.feri.org/er/er03.htm
The Social Worker and the Depression
http://newdeal.feri.org/nation/na33667.htm
SESSION SEVEN: (9/28/2013) ********MID-TERM EXAMINATION*********
The Post WWII Era: Issues in Black and White
Required Text: Katznelson, Chapter 4. “Divisions in War” and Chapter 5. “White Veterans Only”
Recommended Text:
U.S. Trailer Camps
http://newdeal.feri.org/owi/owi01.htm
Social Workers and the Auto Strike in Flint
http://newdeal.feri.org/survey/s373.htm
War Labor Board and Black Workers
http://historymatters.gmu.edu/d/5145
FALL BREAK (10/5/2013) ****************** NO CLASS********************
SESSION EIGHT: (10/12/2013) The Cold War, The New Frontier and the Great Society
Required Text: Jansson, Chapter 7. “The Era of Federal Social Services: The New Frontier and the Great Society”
Katznelson, Preface, Chapter 1. “Doctor of Laws,” and Appendix, “To Fulfill These Rights”
Katznelson, Chapter 6. “Johnson’s Ambitions, Powell’s Principles,”
Recommended Text:
FBI Files on Dr. Martin Luther King, Jr.
http://foia.fbi.gov/foiaindex/king.htm
The Kerner Commission Report on Urban Riots
http://historymatters.gmu.edu/d/6545/
Debating the Equal Pay Act of 1963
http://historymatters.gmu.edu/d/6196/
SESSION NINE (10/19/2013): Nixon, Ford, Carter and The Paradoxical Era: 1968-1980.
Required Text: Jansson, Chapter 8. “The Paradoxical Era: 1968-1980.”
Recommended Text:
President Nixon’s “Silent Majority Speech.”
http://www.cnn.com/SPECIALS/cold.war/episodes/11/documents/nixon.speech/
New Left Student Movements in Georgia in the 1960s
http://www.georgiaencyclopedia.org/nge/Article.jsp?id=h-3400
Welfare Reform from Nixon to Clinton
http://www.fordschool.umich.edu/research/poverty/pdf/Isrconference.pdf
Jimmy Carter: The Passionless Presidency
http://www.theatlantic.com/unbound/flashbks/pres/fallpass.htm
The National Welfare Rights Organization
http://www.colorlines.com/article.php?ID=349
SESSION TEN (10/26/2013) Revolution or Counter-Revolution: Social Policies in the Reagan and Bush Eras.
Required Text: Jansson, Chapter 9. “The Conservative Counterrevolution in the Era of Reagan and Bush, Sr.”
Recommended Text:
Ronald Reagan and the Welfare Queen
http://www.huppi.com/kangaroo/L-welfarequeen.htm
Rusted Dreams: Midwest Steel Mill Closings
http://www3.niu.edu/~td0raf1/labor/steelworkers%201984.htm
SESSION ELEVEN: (11/2/2013) Social Policy in the William Jefferson Clinton Years and George W. Bush: Reagan Redux
Required Text: Jansson, Chapter 10. “Reluctance Illustrated: Policy Uncertainty during the Clinton Years” and Chapter 11. “Bush’s Quest for Realignment”
Recommended Text:
GWB and Faith-Based Initiatives
http://www.socialpolicyandreligion.org/docs/policy/FB_Administrative_Presidency_Report_10_08_04.pdf
Sociological Comparisons of African Americans and Whites
http://www.radford.edu/~junnever/bw.htm
SESSION TWELVE: (11/9/2013) The Policy Agenda of President Obama
Required Text: Would President Barack Obama Reverse the Cycle of History?
Recommended Text:
Implementation of President Obama’s domestic policy priorities.
http://www.whitehouse.gov/administration/eop/dpc
The Best Way to Guarantee Something Will Fail Is to Call It a 'Grand Bargain'
http://www.theatlantic.com/politics/archive/2013/07/the-best-way-to-guarantee-something-will-fail-is-to-call-it-a-grand-bargain/278211/
SESSION THIRTEEN: (11/16/2013) Why a Reluctant Welfare State?
Required Text: Jansson, Chapter 13. Why Has The American Welfare State Been Reluctant – And What Can We Do About It? Chapter 14. Using Knowledge of the Evolution of the American Welfare State to Improve Your Professional Practice.
Family Values in Hard Times
http://www.working-families.org/
SESSION FOURTEEN: (11/23/2013) ******* LAST DAY OF CLASS***********
Wrap Up, Questions about Final Policy Paper and Student Presentations of Policy Issues that apply the Social Policy Model to Practice.
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