She, Her, Hers harrismv@wfu edu MelissaHarrisPerrycom Social media channels @mharrisperry
Professor Melissa Harris-Perry is the Maya Angelou Presidential Chair in theDepartment of Politics and International Affairs the Department of Women, Gender, and Sexuality Studies ,the Program in African American Studies , and the Program in Environment and Sustainability at Wake Forest University.
Professor Harris-Perry served as the final host and managing editor of The Takeaway, a daily, national public radio program and podcast, which aired on over 300 public radio stations across the country. And along with Dorian Warren, Harris-Perry is co-creator and co-host of The Takeaway’s special project Deep Dives with MHP and Dorian and the podcast System Check
Professor Harris-Perry is founder and president of the Anna Julia Cooper Center, whose mission is to advance justice through intersectional scholarship and action She is the author of the award-winning Barbershops, Bibles, and BET: Everyday Talk and Black Political Thought, and Sister Citizen: Shame, Stereotypes, and Black Women in America
From 2012-2016, she hosted the television show “Melissa Harris-Perry” on weekend mornings on MSNBC and was awarded the Hillman Prize for broadcast journalism. She served as editor-at-large for Elle.com and for ZORA. She continues to serve as contributing editor for The Nation.
Harris-Perry received her B.A. degree in English from Wake Forest University and her Ph.D. degree in political science from Duke University. She studied theology at Union Theological Seminary in New York. Harris-Perry previously served on the faculty of the University of Chicago, Princeton University, and Tulane University. Professor Harris-Perry has been awarded honorary degrees from many universities including Meadville Lombard Theological School, Winston-Salem State University, Eckerd College, New York University, and Ithaca College She is a trustee of The Century Foundation, The Next 100 and The Markup
EMAIL POLICY
Professor Harris-Perry typically responds to all necessary and appropriate emails directly related to course matters within 3 business days Professor Harris-Perry does not respond to unsolicited student emails from Friday at 3:00 PM until Monday at 12:00 PM unless specifically designated Please be aware that Professor Harris-Perry will provide regular updates to the syllabus and various course materials on CANVAS
PRO TIP ABOUT PROF MHP
How to address me: Professor Harris-Perry, Professor MHP, Prof MHP, Prof are all acceptable “Melissa” is not.
CLASSPOLICIES
CLASS MEETINGS
● Class meets once a week onTuesday afternoons from 3:30-5:45 PM.
● All students are expected to arrive promptly and to stay until the end of class.
● Some sessions of this class will meet via Asynchronously. These are noted on the syllabus.
● If it is necessary to shift to remote learning as a result of policy changes by the university or as a result of illness or other unexpected challenges, your professor will clearly communicate all changes in course schedule and expectations
OFFICE HOURS WEDNESDAYS 12:00 PM- 2:00 PM VIA ZOOM
1 Use this document to sign up for a time slot Make an appointment by 9:00 PM on Tuesdays
LATE ASSIGNMENT POLICY
All students have ONE FREE PASS to be used on any assignments except This means any assignment can be turned in up to 48 hours late with no questions asked and no negative consequences for the grade After the FREE PASS is used, any assignment submitted late will be subject to the late assignment policy
Assignments submitted late will lose 1/3 letter grade for any late submission within the first 48 hours. Each additional 24 hours results in another 1/3 letter grade reduction. Exceptions to this policy will only be made for emergencies or health challenges that are documented by a physician, university administrator, or other reasonable source.
NOBODY IS PERFECT POLICY
All students will have the opportunity to drop one graded assignment in the class You must complete the assignment and earn a grade, but at the end of the semester you will have an opportunity to drop the lowest grade on a completed assignment You cannot drop the grade on an assignment if you received a ZERO for non-completion of the assignment You cannot drop an assignment if you received a ZERO due to academic dishonesty
ACCOMMODATIONS
Students with disabilities requiring accommodations should contact the Center for Learning, Access, and Student Success no later than the start of the semester, to ensure appropriate accommodations are available Please email class@wfu edu or call 336-758-5929
August2024
TUTORING AND WRITING ASSISTANCE
Wake Forest offers trained peer tutors and effective writing and assignment assistance through The Writing Center @ Wake Forest University This is a great resource if you need assistance with course assignments
ACADEMIC INTEGRITY
Plagiarism is a serious violation of ethical conduct and academic integrity Plagiarism need not be intentional All cases of plagiarism – the theft of words, ideas, sources, and conclusions whether from written, audio, oral, or digital materials –is unacceptable
At the same time, learning and completing assignments virtually can make it difficult to discern precisely how to ensure your use of sources, information, images, and ideas is appropriate Please see the Canvas site for a primer about Academic Integrity and proper citation practices online And if you are stuck or confused, ask!
HEALTH AND WELLBEING
No assignment, meeting, discussion, or any other aspect of this class is more important than our individual and collective physical, mental, and emotional health.
Please prioritize your health and the health of others. If any assignments, meetings or expectations of class are likely to negatively impact your health please discuss alternatives with Prof MHP
● Drink more water than you think you need
● When possible, take a nap (Though taking one during class is less than ideal!)
● It’s a long class! We will take a short break in each class, but always feel free to stand up, leave class briefly, or use the restroom. Just be considerate of others and work to ensure you do not distract the overall learning environment.
● Do you need a bit more support? The Counseling Center is a great place to start.
● Always feel free to make an office hours appointment if you fall behind or just want to discuss ideas or concerns related to class.
USE OF GENERATIVE AI
Generative AI tools, such as ChatGPT, offer transformative capabilities for academic pursuits However, their use requires discernment and responsibility:
● Purpose - These tools can stimulate ideas, assist in analysis, and augment learning They are not a replacement for critical thinking or original work
● Accountability - Students are responsible for verifying the accuracy of AI outputs Students should assume potential biases or errors exist in the output and validate with trusted sources
● Transparency - Clearly document the use of Generative AI tools in assignments, including prompts and the tool's contribution to the final product.
● Ethics - Do not submit confidential or personal information to Generative AI systems. Respect assignment-specific guidelines on Generative AI use, which may supersede general best practices.
The use of generative AI tools (e.g. ChatGPT) is permitted in this course for the following activities:
● Brainstorming and refining your ideas;
● Fine tuning your research questions;
● Drafting an outline to organize your thoughts
● Checking grammar and style
The use of generative AI tools is not permitted in this course for the following activities:
● Impersonating you in classroom contexts, such as by using the tool to compose reading response prompts assigned to you
● Generating sources for any writing assignment
● Completing group work that your group has assigned to you
● Writing a draft of a writing assignment.
● Writing entire sentences, paragraphs or papers to complete class assignments.
Using AI in a way that is not permitted is considered a violation of the Honor Code.
If you are uncertain about whether or not you can use Generative AI in any instance please ask!
EXPECTATIONS FOR CLASSROOM CONDUCT
We will each do our very best to be present, prepared, and engaged
We acknowledge that racism, sexism, heterosexism, classism, ableism, and other forms of interpersonal and institutionalized forms of inequality exist in society This does not mean we all agree on the causes, consequences, or solutions for these forms of inequality It does mean we agree to do our best to better understand them, refrain from repeating misinformation, and refrain from personal attack.
No student is expected to have all the answers. Mistakes and questions are welcomed in the spirit of cooperative learning.
We will work to create an atmosphere where: We keep an open mind and listen; Everyone is valued and respected; Everyone can work and learn; Everyone engages in the thoughtful presentation of ideas, shares the floor, and can critically assess each other’s ideas;
No individual is ridiculed or demeaned for sharing personal experiences and ideas; Personal experiences shared in the context of the classroom remain confidential unless otherwise agreed; No individual is expected to be a representative spokesperson for a given group of people, given there is intra-group diversity of skills, beliefs, attitudes and behaviors
ASSIGNMENTS and GRADE SCALE
CLASS PARTICIPATION
Attendance and contributions to class discussion. 10% If it becomes clear that students are not reading assigned materials, then class meetings will begin with a brief writing prompt or short content comprehension quiz questions to assess comprehension of the assigned material for that class meeting.
ASYNCHRONOUS CLASS PARTICIPATION
10%
Several class sessions will be conducted asynchronously Students will be assigned materials to read or watch and given a prompt to respond to on a class discussion board on our course canvas site Students are expected to respond to the prompt and to engage with at least two (2) responses posted by other students in the class
OBJECT LESSON
10%
Once during the semester, each student will present a food item, agricultural tool, or some other object that tells a story connected to course themes Students will prepare and deliver a brief presentation (NO MORE THAN 10 MINUTES) during class
● bring the item to class,
● describe the reasons you chose this item,
● offer a context: cultural meanings, political economic or socio-natural relationships it represents, the commodity chain behind its production and exchange, etc.
● Respond to questions from Prof MHP and other students about the presentation. Students will submit the slides used in the presentation. The slides must contain full citations for all relevant scholarly, media, or personal sources used for the presentation.
The object lesson will be graded based on completeness and accuracy of content, quality of presentation, connection to course themes, originality, and class engagement with the presentation Have fun with this and make it interesting All students will sign up for the date of their presentation during week 1
WEEKLY RESPONSES
60%
15% per response
There is a writing prompt connected to the assigned materials for most weeks in the class Students can find these prompts on the syllabus and on the course CANVAS site. Many of the prompts are broad and or require creative interpretation. Students are expected to approach these responses with scholarly/ academic rigor, to properly cite sources, and to connect the responses closely to the assigned materials of the class. All students will complete and submit FOUR (4) of these assignments. At least TWO (2) must be completed before Week 9. Typically weekly response assignments are due on FRIDAYS by 5:00 PM
BEYOND THE CLASSROOM EXPERIENCE (BTCE)
10%
Students must engage in an experience Beyond the Classroom. Professor Harris-Perry will make several possible BTCEs available to the entire class. Students also have opportunities to substitute individual and virtual opportunities for the BTCE. See the course Canvas site for a full list of BTCE options and the rubric for writing a reflection
EXTRA CREDIT
Each worth 1 point on final grade Up to 4 Points on Final Grade
Professor Harris-Perry will make a variety of experiences available for students to engage issues and ideas raised throughout the course Some options are noted on the syllabus Other opportunities will be made available during the semester All extra credit opportunities will be noted on the course Canvas site Students will submit brief reflections in response to these experiences All extra credit reflections are due no later than December 9
GENERAL RUBRIC FOR ASSESSMENT OF RESPONSES ASSIGNMENTS
Format/Tone: 10% points
Text appropriate to upper level college writing assignment
Follows requirements of length and tone
Uses reasonable fonts, margins, spacing etc
No errors and spelling, grammar and use of language Organization and coherence of ideas
Content: 60%
All elements of the prompt are addressed
Information and ideas presented are sound and coherent
Information based on accurate and complete engagements with assigned texts. Coherence of information: specifically, the thesis statement, the "road map" of the argument, and the conclusions should be clear No opinions are offered without some sort of supporting evidence to explain how the opinion was crafted
The best responses will include some nuance and acknowledge the complexity of historical and political arguments
Insight and originality: 15%
Assigned for the unique, particular, surprising and original insights
References: 15%
How effectively the references are used in the essay Soundness of references
Accurate use of Chicago manual style footnote citations
MODULE 1: INTRODUCTION
1.1 INTRODUCTION August 27
ASSIGNED MATERIALS BEFORE CLASS
LOGIN into the Canvas site for our course Look around to familiarize yourself with the upcoming content, expectations, dates Come to the first day of class prepared to ask questions
READ: Who Owns the Land in the United States
LISTEN: Egg-onomics: Why are the Eggs so Expensive? The Takeaway. WNYC January 2023.
TIME: about 30 minutes.
ASSIGNMENT: DUE BY FRIDAY, AUGUST 30
SIGN UP FOR
Sign up for a week to present your Object Lesson to the class
MODULE 2: FOUNDATIONS
American Progress, 1872 painting by John Gast
2.1: THE FRONTIER
SEPTEMBER 3
2.1 ASSIGNED MATERIALS BEFORE CLASS
LISTEN The Myth Of The Frontier On the Media WNYC March 29, 2019 (TIME: About 30 minutes)
READ Paul, Heike 2014 Agrarianism, Expansionism, and the Myth of the American West Chapter VI in Myths That Made America : An Introduction to American Studies Verlag, 2014 (pp 311-366)
READ Blaakman, Michael A 2023 Certain Unalienable Land Rights Chapter 1 in Speculation Nation : Land Mania in the Revolutionary American Republic University of Pennsylvania Press, 2023 (pp 23-57)
READ Dobson, Darren 2013, “Manifest Destiny and the Environmental impacts of Westward Expansion ” The Flinders Journal of History and Politics Vol 29: 41-69
WATCH Star Wars & The American Frontier Myth - ABC News - May 14, 1999 (approx 4 minutes)
2.1 READING RESPONSE: DUE FRIDAY, SEPTEMBER 6
Find a news article or media broadcast from a reputable national news source that was published/ broadcast in the past 60 days
In an essay of 700-1000 words, analyze the piece to demonstrate how themes of the American frontier and themes of race and ethnic identity appear in the piece Connect your analysis to the assigned materials this week You will need to use the assigned materials to establish a definition of “the frontier” and to explain how themes of the frontier have been used in American history
Be sure that your analysis includes a brief summary of the news article Be sure that your analysis includes a thesis statement and road map Be certain that all claims made in your analysis are supported by evidence and include a footnote citation
Be sure to use FOOTNOTES in Chicago Style to cite the sources you use. If you use additional sources beyond the assigned materials for this week you must provide full references and citations.
2.1 EXTRA CREDIT OPTION
Go back to the short video we watched for this week: Star Wars & The American Frontier Myth - ABC News - May 14, 1999 Use this as a guide to look around at our current popular culture
Write a short 300-500 word essay about some aspect of current pop culture (movie, tv show, digital media, etc) which makes use of the frontier myth or seeks to revise or eliminate the myth Be creative! If possible please link to the pop culture source
August2024
2.2: THIS LAND IS OUR LAND
SEPTEMBER 10
2.2 ASSIGNED MATERIALS BEFORE CLASS
LISTEN: Woody Guthry, This Land is Your Land (Time approx 4 min)
LISTEN THIS LAND podcast from Crooked Media SEASON 1: EPISODE 5 (30min)
READ Dunbar-Ortiz, Roxanne Indian Land CHAPTER 8 from An Indigenous People’s History of the United States New York: Beacon Press 2014
READ: Banner, Stuart 2005 Introduction in How the Indians Lost Their Land : Law and Power on the Frontier 1st ed Cambridge, MA: Belknap Press of Harvard University Press 205
READ Chang, David A “Enclosures of Land and Sovereignty: The Allotment of American Indian Lands ” Radical History Review 2011.109 (2011): 108–119.
READ: President Andrew Jackson to Congress, “On Indian Removal,” December 6, 1830. National Archives.
2.2 READING RESPONSE ASSIGNMENT: DUE FRIDAY, SEPTEMBER 13
Write alternate lyrics for Woody Guthry’s This Land is Your Land Learn more about Woody Guthry here
Your song should tell a story with a distinct point of view Your revised lyrics should be based on the materials assigned for this week You must include at least FOUR (4) references to one or more of the assigned materials At the bottom of the page/ end of the lyrics provide FOOTNOTES in Chicago Style
You *must* write the lyrics yourself You are not required to provide musical accompaniment However, you are welcome to use AI to set the lyrics to music If you choose to do so you must cite the AI program used and provide a screenshot of the AI interaction/ directions You may also compose and record the new song yourself
WATCH: “Episode 3: Trail of Tears (We Shall Remain: America through Native Eyes) ” 2009 Films On Demand Films Media Group Produced by PBS (TIME: Approx 1 hour 15 min)
Write a 500 word Extra Credit Reflection
2.2 EXTRA CREDIT OPTION
2.3: LAND AND BLACK FREEDOM
SEPTEMBER 17
2.3 ASSIGNED MATERIALS BEFORE CLASS
READ Muhammad, Andrew, Christopher Sichko, and Tore C Olsson “African Americans and Federal Land Policy: Exploring the Homestead Acts of 1862 and 1866.” Applied economic perspectives and policy 46.1 (2024): 95–110
READ Cox, Anna-Lisa CHAPTER 5 of The Bone and Sinew of the Land : America’s Forgotten Black Pioneers & the Struggle for Equality New York, NY: PublicAffairs, Hachette Book Group, 2018 (pp 77-98)
READ Daniel, Pete Intended Consequences CHAPTER 1 in Dispossession: Discrimination Against African American Farmers in the Age of Civil Rights UNC Press: 2013 pp 1-25
READ White, Monica M.. 2019. Freedom Farmers : Agricultural Resistance and the Black Freedom Movement. Chapel Hill: University of North Carolina Press. PART 1: Land, Food, Freedom
LISTEN Farming While Black, Sowing the Seeds of Racial Discrimination in Farming. The Takeaway. March 2022 (about 15 min)
LISTEN: Black Freedom Farmers: Land as Sites of Resistance.The Takeaway. July 2022. (approx 20 min)
2.3 READING RESPONSE ASSIGNMENT: DUE FRIDAY, SEPTEMBER 20
Does Black Land Matter?
In an essay of 700-1000 words, respond to this question The prompt here is very broad, but your response should be specific and it must reference the assigned materials for the week Your essay will need to clarify how you define “Black Land” and will need to offer clear and specific examples
Be sure to write a clear thesis statement and road map in your essay All assertions and claims of fact must be supported with clear and specific evidence All evidence should be sourced and sources should be cited using full FOOTNOTES in Chicago Style. If you use additional sources beyond the assigned materials for this week you must provide full references and citations.
2.3
EXTRA CREDIT OPTION
WATCH
Tidewater: Homecoming Episode 5: of America Outdoors with Baratunde Thurston) ” Films On Demand, Films Media Group, 2022 (approx 1 hour)
READ Ambo, T, & Rocha Beardall, T 2022 Performance or Progress? The Physical and Rhetorical Removal of Indigenous Peoples in Settler Land Acknowledgments at Land-Grab Universities American Educational Research Journal, 60(1), 103-140
READ Alberta Palmer, Meredith. “Good Intentions Are Not Good Relations: Grounding the Terms of Debt and Redress at Land Grab Universities.” ACME an international e-journal for critical geographies 22.4 (2023): 1239–1257
READ Robert Lee and Tristan Ahtone, “Land-Grab Universities: Expropriated Indigenous Land Is The Foundation Of The Land-Grant University System,” High Country News 52, no. 4 (2020): 32–45.
READ Native Americans call for reparations from ‘land-grab’ universities. The Washington Post. 7-9-2023
READ, Oung, Katherine Indigenous Scholars Organization holds 24-hour protest, university refuses to adopt land acknowledgment Vanderbilt Hustler October 13, 2022
READ Megan Red Shirt-Shaw Beyond the Land Acknowledgement: College “LAND BACK” or Free Tuition for Native Students Policy Statement and Brief August 2020
3.1 READING RESPONSE ASSIGNMENT: DUE FRIDAY SEPTEMBER 27
Assess the Wake Forest University Land Acknowledgement .
In an essay of 700-1000 words assess the university’s existing land acknowledgment statement Is it accurate? Is it sufficient? What could be added or eliminated? Assess the university’s existing policies and practices related to the use of the land acknowledgement. What are they? Are they sufficient? What could be added or eliminated? Should the university take additional actions in light of its land acknowledgement? What actions do you propose and why?
Be sure to write a clear thesis statement and road map for your essay. Support all assertions and claims of fact with evidence. All evidence must have sources. Cite your sources using full FOOTNOTES in Chicago Style. For this writing assignment you will need to make use of resources beyond the assigned materials. Be certain to provide full citations for all sources.. This source may be useful.
EXTRA CREDIT OPTION
READ:Misplaced Trust: Stolen Indigenous land is the foundation of the land-grant university system Climate change is its legacy GRIST February 2024,
Write a 500 word Extra Credit reflection
3.2: BLACK LAND GRANT UNIVERSITIES
OCTOBER 1
3.2 ASSIGNED MATERIALS BEFORE CLASS
WATCH “Tell Them We Are Rising: The Story of Historically Black Colleges and Universities ” 2017 Films On Demand Films Media Group Produced by PBS (Approx 1 hour 20 minutes)
READ: Denis A Smith. Nourishing the Nation While Starving: The Underfunding of Black Land-Grant Colleges and Universities Report of The Century Foundation July 2023
READ Rose, Deondra "Race, Post-Reconstruction Politics, And The Birth Of Federal Support For Black Colleges " Journal Of Policy History : Vol 34, No 1, 2022, Pp 25-59
READ Wheatle, Katherine "Neither Just Nor Equitable: Race In The Congressional Debate Of The Second Morrill Act Of 1890 " American Educational History Journal, Vol 46, No 1, 2019, Pp 1-20
READ Favors, Jelani M Their Rhetoric Is That of Revolution: North Carolina A&T and the Rise and Fall of the Student Organization for Black Unity, 1966–1974 ” CHAPTER 7 Shelter in a Time of Storm United States: The University of North Carolina Press, 2019
READ Historically Black Land-Grant Universities: Overcoming Barriers and Achieving Success by Brandon C.M. Allen and Levon T. Esters, Purdue University
READ Grant, Jared, Michée A Lachaud, and Daniel Solís. “An Overview of the History, Role, and Struggles of Agricultural Economics and Business Programs at 1890 Land‐Grant Historically Black Colleges and Universities (HBCU).” Applied economic perspectives and policy 46.3 (2024): 889–904.
3.2 READING RESPONSE ASSIGNMENT: DUE FRIDAY OCTOBER 4
Create a digital, graphic timeline
This timeline should choose one 1890 Land Grant HBCU The timeline should trace the “political history” of your college from founding to the present day You may define political history in any way you choose, but the timeline should make your definition clear Choose a minimum of 8 specific events that you want to represent on your timeline The timeline must include at least FOUR (4) different reputable sources These sources can be scholarly, media, primary documents, or artistic. Use digital images, videos, captions, etc to highlight key information. Find general template examples on the course Canvas site. You *must* create the content timeline yourself. However, you may use AI or existing templates in Canva or other similar tools to assist in formatting the timeline. If you use AI or existing programs in this way you must cite the AI program used and provide a screenshot of the AI interaction/ directions.
3.2 EXTRA CREDIT OPTION
Travel from Wake Forest University to Winston-Salem State University Write a 500 word essay about what you notice about land and land use as you travel between campuses
MODULE 4: AGRICULTURE
DATES TOPICS
October 8 4.1 The Farmer
October 15 4.2 The Harvest - Asynchronous Class
October 22 4 3 Farmworkers
Farmers at Leah Penniman’s Soul Fire Farms in New York state Photo Credit: Courtesy of Capers Rumph
4.1: THE FARMER
OCTOBER
8
4.1 ASSIGNED MATERIALS BEFORE CLASS
LISTEN “Paul Harvey, So God Made a Farmer “
READ Ownership of US Farmland
READ Miller 2003 , “In the Sweat of Our Brow: Citizenship in American Domestic Practice During WWII Victory Gardens”
READ Racial Equity in U S Farming
READ Minkoff-Zern, Laura-Anne. From Farmworkers to Farm Owners: An Introduction. CHAPTER 1 in The New American Farmer : Immigration, Race, and the Struggle for Sustainability. Cambridge, Massachusetts: The MIT Press, 2019.
READ Pointing the Farm Bill Towards Racial Justice Toolkit.
READ John J. Green, Eleanor M. Green, and Anna M. Kleiner From the Past to the Present Agricultural Development and Black Farmers in the American South. Chapter 3 of Cultivating Food Justice: Race, Class, and Sustainability. Alison Hope Alkon and Julian Agyeman (editors) MIT Press 2011
4.1 READING RESPONSE ASSIGNMENT: DUE FRIDAY OCTOBER 11
Write your own version of Paul Harvey’s Paul Harvey, “So God Made a Farmer “
You must include at least FOUR (4) references to one or more of the assigned materials from this week or prior weeks. At the bottom of the page/ end of the poem provide FOOTNOTES in Chicago Style. If you use additional sources beyond the assigned materials for this week you must provide full references and citations. You *must* write the poem / essay yourself. Any indication of AI generation will lead to a ZERO for the assignment.
4.2: HARVEST
October 15
4.2 ASSIGNED MATERIALS - NO CLASS MEETING
NO CLASS MEETING Watch the two films below and submit a brief response
WATCH Harvest of Shame, 1960 broadcast on CBS by journalist Edward R. Murrow. (About one hour)
WATCH Harvest of Dignity, 50 years after Murrow Film. (about one hour)
4.2 ASYNCHRONOUS PROMPT
After watching both films you must write a 350-500 word essay in response to this prompt. Submit to the 4 2 Discussion Board on Canvas
PROMPT:
Reflecting on the themes presented in 'Harvest of Shame' and 'Harvest of Dignity,' write an essay that explores the impact of agricultural labor on migrant workers’ lives in the United States. Consider the historical context of both documentaries and discuss how the issues presented have evolved or remained constant. Use specific examples from the films, to support your arguments. Conclude with your perspective on what changes or policy initiatives (if any) are needed.
You must also respond to at leastTWO (2) essays posted by other students in the class
Initial essays due: Monday October 21 by 5:00 PM
Responses of 50-100 words to at least other students due by Tuesday October 22 at noon
4.3: FARMWORKERS
October 22
4.3 ASSIGNED MATERIALS BEFORE CLASS
WATCH Delano Manongs: The story of the Forgotten Filipino Farmworkers (about 30min)
READ Findings from the National Agricultural Workers Survey (NAWS) 2015-2016: A Demographic and Employment Profile of United States Farmworkers
READ Zelcer, Sarah “Engaging Farmworkers in Enforcement of Environmental Policy: The Case for a New Cooperative Visa ” Vermont Journal of Environmental Law 16, no 3 (2015): 542–71
READ Carrasquillo, Nelson Race and Ethnicity from the Point of View of Farm Workers in the Food System Race/Ethnicity: Multidisciplinary Global Context Vol 5, No 1, Food Justice (Autumn 2011), pp 121-131
READ Minkoff-Zern, Laura-Anne Shifting the Means of Production: Food Sovereignty, Labor, and the Freedom to Farm Chapter 5 The New American Farmer : Immigration, Race, and the Struggle for Sustainability Cambridge, Massachusetts: The MIT Press, 2019
READ Brown, Sandy and Christy Gertz Farmworker Food Insecurity and the Production of Hunger in California Chapter 6 in Cultivating Food Justice: Race, Class, and Sustainability Edited by Alison Hope Alkon and Julia Agyeman.
4.3 READING RESPONSE ASSIGNMENT: DUE FRIDAY OCTOBER 25
In an essay of 700-1000 words, discuss the implications of the demographic profiles of farmworkers in the United States How do the racial /ethnic/ linguistic/ immigration-status identities of farmworkers affect labor policies and practices? In your essay, explore how factors such as immigration status, language, education, ethnic/racial identity and working conditions contribute to the overall well-being of agricultural workers Propose at least one specific policy recommendation or community initiatives that could address the challenges highlighted in this week’s materials
Be sure to write a clear thesis statement and road map for your essay Support all assertions and claims of fact with evidence All evidence must have sources Cite your sources using full FOOTNOTES in Chicago Style If you make use of resources beyond the assigned materials Be certain to provide full citations for all sources
EXTRA CREDIT OPTION: Read These farmworkers created America’s strongest workplace heat rules Washington Post 2024 Write an Extra Credit Reflection Essay
MODULE 5: VOTING
North Carolina’s former 12th Congressional District
DATES TOPICS
October 29 5.1 Land, Race and Voting Districts
November 5 5 2 2024 Election - Asynchronous Class
5.1: LAND, RACE, AND VOTING DISTRICTS
October 29
5.1 ASSIGNED MATERIALS BEFORE CLASS
WATCH “Gerrymandering Tilts Political Power. Here’s How Redistricting Affects Democracy.” Films On Demand, Films Media Group, 2021
READ Duchin Moon. INTRODUCTION to Political Geometry : Rethinking Redistricting in the US with Math, Law, and Everything in Between, edited by Moon Duchin, and Olivia Walch, Springer International Publishing AG, 2022.
READ Canon, David T. “Race and Redistricting.” Annual Review of Political Science 25.1 (2022): 509–528.
READ Anatomy of a North Carolina Gerrymander . Brennan Center for Justice. 2023.
READ Redistricting Community Handbook North Carolina ACLU
READ Court rejects claim challenging North Carolina map for diluting Black vote Washington Post March 2024
READ Redistricting battles have mostly ended Here’s how they could determine the balance of power in the US House CNN May 16, 2024
5.1 READING RESPONSE ASSIGNMENT: DUE FRIDAY OCTOBER 25
In an essay of 700-1000 words, propose a framework for creating Congressional voting districts that recognize the intersections of land, racial identity, and democratic fairness. Use specific examples.
How does your proposal differ from or follow the current formula for redistricting? How do you think your proposal would affect representation of racial groups?
Be sure to write a clear thesis statement and road map for your essay Support all assertions and claims of fact with evidence All evidence must have sources Cite your sources using full FOOTNOTES in Chicago Style You must write the content of this essay yourself However, you may use AI to generate maps, figures, or images to accompany your essay If you use AI or other software in this way you must cite the AI program used and provide a screenshot of the AI interactions/ directions
5.2: ELECTION 2024
November 5
5.2 ASSIGNED MATERIALS - NO CLASS MEETING
Today is election day, we will not meet as a class Your assignment is to follow and know the outcomes of:
● All North Carolina congressional districts
● North Carolina Gubernatorial race
● North Carolina results in Presidential election
Links to approved sources for final results will be linked to the course Canvas site.
5.2 ASYNCHRONOUS PROMPT
After analyzing the election outcomes you must write a 350-500 word essay in response to this prompt Submit to the 5.2 Discussion Board on Canvas.
PROMPT
Were the 2024 election outcomes in North Carolina meaningfully affected by any of the issues we have addressed in this class thus far? For example, is there evidence that issues related to farm and farm policy were important to North Carolina voters? Did student voters at the university land grant institutions affect outcomes in any of the elections? Were narratives about the American frontier part of any campaigns that were successful or unsuccessful? Did the shape and composition of any congressional districts determine election outcomes? You do not need to respond to all of these questions YOu can choose just one of these issues or a similar theme to address in your brief essay
You must also respond to at leastTWO (2) essays posted by other students in the class
Initial essays due: Friday, November 8 by 5:00 PM
Responses of 50-100 words to at least two other students due by Tuesday November 12 at noon
MODULE 5 EXTRA CREDIT OPTION
Vote and show proof of voting, such a photo of your I VOTED sticker or your sealed absentee ballot Or
Volunteer in some capacity for an election related activity and produce evidence of your volunteer effort
Dancers perform at annual Lumbee Pow-Wow in Lumberton, NC
6.1: LAND, RACE, AND THE LUMBEE
November 12
6.1 ASSIGNED MATERIALS BEFORE CLASS
WATCH Native American History in North Carolina WRAL 1997 (Approx 25 min)
READ Lowery, Malinda Maynor “In Defiance of All Laws: Removal and Insurrection ” In The Lumbee Indians: An American Struggle, 62–93. University of North Carolina Press, 2018.
READ Lowery, Malinda Maynor. Adapting to Segregation: Chapter 1 or Lumbee Indians in the Jim Crow South: Race, Identity, and the Making of a Nation, University of North Carolina Press, 2010.
READ Emanuel, Ryan E More than One Way to Own a Thing Chapter 2 of On the Swamp : Fighting for Indigenous Environmental Justice Chapel Hill: The University of North Carolina Press, 2024
READ Oakley, Christopher Arris "When Carolina Indians Went on the Warpath": The Media, the Klan, and the Lumbees of North Carolina " Southern Cultures 14, no 4 (Winter, 2008): 55-0 3
READ Pembroke's Lumbee Indian community helps shift Robeson to the right
READ How Trump Won One of America’s Most Diverse Counties By a Lot. Michael Kruse for Politico.com. December 2020.
EXPLORE: UNC-Pembroke
EXPLORE Visit Cherokee North Carolina
Assess the Lumbee Fairness Act
In an essay of 700-100 words, provide a description, analysis and assessment of the Lumbee Fairness Act. What is it? Who introduced it? Why and When? What would the law do and why does it matter? Who are the supporters? Who does not support it? Why do they take these positions? What is your position? Why?
Be sure to write a clear thesis statement, support all assertions with evidence, Cite your sources using full FOOTNOTES in Chicago Style. For this writing assignment you will need to make use of resources beyond the assigned materials. Be certain to provide full citations for all sources.
6.2: BLACK LAND IN NORTH CAROLINA
November 19
6.2 ASSIGNED MATERIALS - NO CLASS MEETING
WATCH Our Land, Our Lives: The North Carolina Black Farmers Experience (Approx 19 minutes)
WATCH A New Crop of Farmers from the Atlantic Festival 2019 (Approx 10 min)
WATCH Black History Month: How NC A&T continues helping black farmers in North Carolina. Feb 2024 (approx 4 mins)
WATCH 2023 Leadership Award Winner: Savi Horne, Land Loss Prevention Project (approx 2 min)
LISTEN: Black Freedom Farmers: Land as Sites of Resistance. The Takeaway July 2022. (approx 22 min)
EXPLORE Black Farm Tour
EXPLORE Sankofa Farms
EXPLORE Black Cotton
EXPLORE Land Loss Prevention Project of North Carolina
READ Their Family Bought Land One Generation After Slavery. The Reels Brothers Spent Eight Years in Jail for Refusing to Leave It Propublica July 2019
6.2 READING RESPONSE ASSIGNMENT: DUE FRIDAY November 22
Assess the conversation presented in A New Crop of Farmers from the Atlantic Festival 2019
In an essay of 700-1000 words analyze this panel conversation in context of our course. What stands out to you? What is present or missing in the conversation? What aspects of the conversation would you celebrate? What aspects would you critique? What questions would you ask the participants if you had the opportunity? What else would you want the audience who saw this conversation to know? How would that knowledge provide greater context to the conversation?
Be sure to write a clear thesis statement, support all assertions with evidence, Cite your sources using full FOOTNOTES in Chicago Style
Indigenous Thanksgiving Foods served at the Pequot Museum, photo credit, Rachael Cerotti
7.1 FOOD
November 26
7.1 ASSIGNED MATERIALS - NO CLASS MEETING
READ Potorti, Mary “‘Feeding the Revolution’: The Black Panther Party, Hunger, and Community Survival ” Journal of African American Studies 21, no. 1 (2017): 85–110.
READ Sherman, Sean The Sioux Chef’s Indigenous Kitchen Minneapolis, Minnesota: University of Minnesota Press, 2017 INTRODUCTION (pp 1-18)
7.1 ASYNCHRONOUS PROMPT– REQUIRED
Write a 350-500 word essay in response to this prompt. Submit to the 7.1 Discussion Board on Canvas.
This is the week of Thanksgiving, an American holiday primarily centering on food. Use this as an opportunity to reflect on the ways food is connected to issues of race, land, and power that we have addressed in this class Take time to read the assigned materials then think about your own experiences with food Write a brief essay about your experiences of food and how you think about/ experience/ enjoy food You might write about growing tomatoes in your backyard You might write about choosing to be vegan You might write about hating vegetables You might write about experiencing hunger You might write about dealing with a food related medical condition like diabetes or an eating disorder Take the time to think carefully about the personal meanings of Food and Justice
You may submit this response to the 7 1 discussion board if you feel comfortable Or you may submit this response to Professor Harris-Perry via email if you choose not to share No responses to other student posts are required, but they are encouraged Please note the expectations for classroom conduct when responding to the posts of other students
DUE- Monday, December 2 5:00 PM
7.2 DINNER
Final class meeting will be a class dinner. Details to come
