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American City; Urban Schools

Marilyn Julius, Instructor
mjulius@stevenson.edu,;  Class website:  http://www.historymj.com/city/ (to be revised!)
Office: LRC #114;  Phone: (443) 334-2289

"Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it's the only thing that ever has." --Margaret Mead

Course Overview
This course examines the history of American cities since 1920 with a focus on the complex post-World War II interactions responsible for the so-called "urban crisis.”   Special attention will be given to the history of urban education.

The class involves a synthesis of academics and service.  And this year, this synthesis will be facilitated by meeting for several weeks at the beautiful, new after-school center built by the Stadium School Youth Dreamers, Inc., in north Baltimore (see details below).

WHY ACADEMICS?  Well, it’s college. 
Class meetings, mainly at the beginning and end of the semester, will be held on campus.  During the weeks we meet off-campus,  we’ll continue the academic portion of the class by 1) using drive time and part of our time at the center for class discussion/activities, and 2) reading and preparing reading responses for the class discussion board. 

Readings and class discussion will examine the consequences of public policy, private choice, and macro historical forces on urban life.  Readings include contemporary observations on the state of American cities, especially on urban education, as well as historical studies of the post-WWII era.

WHY SERVICE?  It's a way to learn.  It puts your feet on the street.
Service is an integral part of the course – an additional "text" that becomes part of a circle of study, service, and thought.   This year’s service project will involve several types of service experiences in and around the Youth Dreamers Youth Center.

Here’s how it will work.  During class time on 6 to 8 Wednesdays (see schedule), we will leave campus promptly at 3:00 in an SU van.  You will have a group assignment to work on during the 20-25 minute ride.  We will spend 2 hours on site and use the ride back to campus for some sort of structured reflection (or maybe an occasional nap).

On site, we will be doing any number of wonderful things, for example

• Helping the Youth Dreamer middle and high school students plan and deliver after school programming for Abbottston Elementary School students.
• Helping the YDs prepare for their fabulous youth center Grand Opening:  indoor and outdoor work as weather permits.
• Mentoring high school Youth Dreamers to prepare for college (maybe a trip to SU?)
• Volunteering at the Shepherd’s Clinic and Joy Wellness Center, located next door to the youth center.
• Visiting REACH School, a charter school located near the YDs.
• Holding our own class to discuss readings – perhaps occasionally joined by some of the  Youth Dreamers.
  

Assignments: (Follow links for more information)

Learning Objectives
Student learning will be guided by and assessed according to the following objectives:

• Demonstrate understanding of the role of the city in U.S. history.
• Demonstrate understanding of how different historical contexts have shaped the relationship between urban schools and communities.
• Understand how inequality in social structure and schools affect students’ chances of receiving equal educaqtional and societal opportunities. 
• Demonstrate comprehension of the concepts of historical causation and change over time underlying all historical study
• Synthesize academic and service learning:  Analyze service experience in light of historical themes. Analyze readings in light of experience.  Put it all together.

Top

Please. . .

Be prepared. Some days you may be asked to write about the reading at the beginning of class or to read your reading response aloud.  Some days you may have a quiz. You should always be prepared to discuss readings and topics aloud. Each miss opportunity to participate in class decudes one percent from the participation grade except in the case of documented absence (doctor, court, etc.). You may have one week's unexcused absence.

Be prompt.  Turn in all work on time.  Grades on late assignments will disappoint you (papers are devalued one letter grade per class period except in the case of documented absences for illness requiring a doctor's visit, a court appearance, a death in the family).  But wait!  You do have one safety valve.  One assignment may be turned in one class period late.

Tests may be made up only with a documented excuse: from a physician, hospital, court, or other verifiable documentation

Be honest with yourself and with me about your attendance, class preparation, and assignments.  Document your papers correctly (plagiarism will result in failure of the course). Also, be candid.  Honest feedback will help me fit the course to your needs and desires.

Be open-minded.  Expect a lot.  Get involved.  Be curious.  Have fun, too!

Grading Policy
On individual assignments you may receive a numerical or a letter grade. Numerical grades are recorded on a grade book spreadsheet according to the following scale:

Final Grade: After all grades are in, your final grade is determined by the new Villa Julie grading scale shown below with no second guessing on the teacher’s part!  What is, is.