Fall Quarter Assignments (by due date):
[Fall Writing Assignments: details
on writing throughout the quarter]
Dec. 10:
11:00 am sharp: turn in ethnographic field notes for week X, your supervisor’s
report, and your supervisor’s confirmation of your attendance record
to seminar leader.
11:00 am: final examination
Dec. 7:
10:00 am sharp: turn in ethnographic field notes for weeks II-IX to seminar
leader.
Dec. 6:
Read Lareau, Unequal Childhoods, pp. 38-65, 82-103, 165- 257. Write
and turn in, at the beginning of the seminar, a one- to two-paragraph summary
of the main argument presented in this reading.
Review article by Richard Rothstein, not required.
Dec. 3:
Read Snow and Anderson, Down on Their Luck, pp. 145-316. Write
and turn in, at the beginning of the seminar, a one- to two-paragraph summary
of the main argument presented in this reading.
Turn in your completed second essay, together with your prospectus and faculty
notes.
Nov. 29 - Dec. 9:
Get together with you study and group and work on the
study questions for the exam on Dec. 10
Nov. 29:
Read Snow and Anderson, Down on Their Luck, pp. 1 -144.
Also turn in yourclipping and explanation.
Nov. 22-26: Thanksgiving Break Week
Read Best, Damned Lies and Statistics, pp. 128 - 171. Review the
book, read the newspaper during break and bring in a clipping that shows
misuse of statistics and a paragraph or two explaining how (using citations
from Best).
Nov. 19:
Read Conley, The Pecking Order: Which Siblings Succeed and Why,
pp. 113-190. Write and turn in, at the beginning of the seminar,
a one- to two-paragraph summary of the main argument presented in this reading
Nov. 16:
Read Conley, The Pecking Order: Which Siblings Succeed and Why,
the appendix on "Panel Study of Income Dynamics."
Reac Best, Damned Lies and Statistics, pp. 63 - 127
Nov. 15:
Read Conley, The Pecking Order: Which Siblings Succeed and Why,
pp. 3-112. Write and turn in, at the beginning of the seminar, a
one- to two-paragraph summary of the main argument presented in this reading
Turn in the prospectus for your second essay.
Nov. 12:
Read Shipler, The Working Poor, pp. 142-230, 282-300. Write
and turn in, at the beginning of the seminar, a one- to two-paragraph summary
of the main argument presented in Shipler's book. All three seminars
will meet as usual.
Nov. 8:
Read Shipler, The Working Poor, pp. 3-95. Dan and Chuck will have
seminar on Monday as scheduled. Stephanie's group will not meet on Monday.
No summary is due on Monday.
Nov. 5:
Complete and turn in, at the beginning of seminar, your report on the work
you've done for the library workshop. See the
Workshop assignment page for details.
Read Magnet, The Dream and the Nightmare. Write and turn
in, at the beginning of the seminar, a one- to two-paragraph summary of
the main argument presented in Magnet's book.
Please send an email to: join-csi@lists.evergreen.edu
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Email list. Any future message sent to csi@lists.evergreen.edu
will be received by you and everyone else who has joined.
Nov. 1:
Turn in the revision of your essay at 10:00am. We
will meet in our usual time and place for a
workshop and plan on using the afternoon and Tuesday to work on your
Legislative Hearings topic. Attendance at the
workshop is required.
Oct. 29:
Read Ch. 10 of Poverty Knowledge (available on reserve at the circulation
desk in the library) and
"When work just isn't enough." Write and turn in,
at the beginning of the seminar, a one- to two-paragraph summary of the
main argument presented in each of these readings.
Oct. 26:
Read Best, Damned Lies and Statistics, pp. 1-63
Oct. 25:
View Brian Jeffries "No Child Left
Behind" Power Point presentation for parents.
Go to the Justice Talking web page for the
debate "No
Child Left Behind." Follow the "Full Program" link and
listen to the debate. This will take about an hour. [You will need Windows
Media Player for this: it can be downloaded from the debate page.] Then
go to the bottom of the Justice Talking web site, take an hour
or so to explore the "Resources" listed, paying attention to differing
approaches to school reform. Look at the NCLB law
itself (give this at least 30 minutes.) Come to seminar prepared to state
the best argument you find in favor of this approach to school reform and
the best argument against it.
Read Teixera, "The Public View of Public Education," pp. 251 -
279 in A Notion at Risk. Write and turn in, at the beginning
of the seminar, a one- to two-paragraph summary of the main argument presented
in this reading.
Oct. 22:
Read "Charter Schools," "...Discipline that Works,"
and "The Harlem Project." Write and turn in, at the beginning
of the seminar, a one- to two-paragraph summary of the main argument presented
in each of these readings.
Oct 19:
Come to seminar prepared to read examples of your ethnography journal. For
the afternoon workshop, read Rothstein, "Equalizing Educational Resources..."
in A Notion at Risk, for an understanding of the three types of
"school resource inequalities" he outlines, the causes he finds,
and the solutions he recommends.
Oct. 18:
Turn in a thesis-driven 3-6 page essay on the topic of education and African-Americans.
Use at least 5 pieces of information (not generalizations, assertions, or
quotes) to back up your assertions and generalizations. On a separate piece
of paper, turn in a typed one-sentence thesis statement for your paper and
a 5-6 sentence outline of your argument.
Read, From A Notion at Risk, Gamoran,
“High Standards...” pp. 93-126 and Hammond
and Post, “Inequality in Teaching...”, pp. 127-167. Be prepared
for discussion in seminar. Write and turn in, at the beginning of the seminar,
a one- to two-paragraph summary of the main argument presented in each of
these readings.
Oct. 15:
Bell, Silent Covenants, pp. 94-201. Three articles from American
History "Round Table..." [handed out]. Be prepared for discussion
in seminar. Write and turn in, at the beginning of the seminar, a one- to
two-paragraph summary of the main argument presented in each of these readings.
Oct. 12:
Come to the morning Ethnography seminar prepared to give a brief oral report
of your group exercise on ethnographic observation. Also turn in your "summary
in the form of field notes" to your seminar leader.
During writing workshop, you will break into groups of 2 to 3, across seminars,
read each other’s lists, and discuss how to turn some of the data
and generalizations into a single organizing idea or thesis statement for
your paper.
Oct. 11:
Bell, Silent Covenants, pp. 1-93. Be prepared for discussion in
seminar. Write and turn in, at the beginning of the seminar, a one- to two-paragraph
summary of the main argument presented in each of this reading.
Come in with 8 typed-up facts, pieces of data, or telling incidents about
the history or contemporary situation of education for African Americans
– all drawn from our readings -- and 5 generalizations about the topic,
also based on our readings or your interpretation of them. Give one copy
to your seminar leader and keep one for yourself to bring to class on Tuesday.
Oct. 11:
William P. Wilen, Director of Housing Litigation, Sargent Shriver National
Center on Poverty Law in Chicago is going to talk with us on Monday morning.
He has asked us to read these two short articles before we meet: "Briefing,
April 28, 2004" and "Horner
as the Model."
Oct. 8:
Kotlowitz, There Are No Children Here, pp. 193 - 313 and Kahlenberg
(ed.), A Notion at Risk, pp. 1-30, “Introduction” and
Entwisle et al., “Summer Learning and Home Enrironment” Be prepared
for discussion in seminar. Write and turn in, at the beginning of the seminar,
a one- to two-paragraph summary of the main argument presented in each of
these readings.
Oct. 4:
Kotlowitz, There Are No Children Here, pp. ix - 189.
Be prepared for discussion in seminar. Write and turn in, at the beginning
of the seminar, a one- to two-paragraph summary of the main argument presented
in this reading.
Oct. 4:
If you haven’t already done so, please read the program
covenant and give your seminar leader a copy of the signed statement
at the end of it. If you have issues about anything, talk with your seminar
leader right away.
Oct. 1:
Read Rothstein, The Way We Were? and Magnet, The Dream and
the Nightmare, pp. 183-230
Be prepared for discussion in seminar. Write and turn in, at the beginning
of the seminar, a one- to two-paragraph summary of the main argument presented
in each of these readings.
Sept. 28:
Read the essay by Susan Strasser, "How to Read
a Book," for workshop in the afternoon.
Sept. 27:
First day of class. Show up on Monday, 10am, Sem II A1105.
