Poverty in America

Marilyn Julius, Instructor
mjulius@stevenson.edu,;  Class website:  http://www.historymj.com/histserv
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
Who are we as Americans? In this course we will explore one aspect of this question by tracing the history of poverty and social welfare throughout our nation's history. We will undertake this study in conjunction with individual service projects in a nonprofit organizations. Learn in your seat; feet on the street!

The course hours will be divided between academic and service learning:

WHY ACADEMICS?  Well, it’s college. 
Class meetings will be held on campus for about 2 hours each week. 
Readings and class discussion will examine the consequences of public policy, private choice, and macro historical forces on equality and inequaltiy.  Readings include contemporary issues, as well as historical studies of post-Civil War American.

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 projects will involve both individual and group experiences related to poverty.

Required Books:

• America's Struggle against Poverty in the Twentieth Century, James T Patterson
  ISBN 0-674-00434-5 (available in the bookstore or used through Amazon, Alibirs, etc.
• Various articles as handouts or on e-reserves

Assignments:

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

• Demonstrate understanding of the role of class in U.S. history.
• Demonstrate understanding of how different historical contexts have shaped the relationship between wealth and poverty.
• 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

Here are a few questions we might explore in class and you might think about in your service projects:

• How have society's views of poverty shaped social policy throughout our history (compassion vs deterrence; the worthy vs. the unworthy poor; outdoor vs indoor relief; charity vs. reform)?
  
  
• Why are people poor, anyway, in this land of plenty?
  
  
• Are we an unusually altruistic people or more concerned with self-interest? What motivates us to give our time and money?
  
  
• How should resources be proportionally allocated 1) to the needy through social welfare programs, 2) to everyone who meets certain criteria , e.g. social security or Medicare, and 3) to the general public through arts, recreation, education, etc.?

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.