holmes logo                                                                             COMMUNITY PORTRAITS
                                                                   SPRING 2006

Instructor:William Holmes

Office location: W4-144/31

Phone: 617-287-7328

E-mail: william.holmes@umb.edu;  Web Site: http://www.faculty.umb.edu/william_holmes/

Office Hours: Mon.  3:30pm-4:30pm

Tues. 5:00pm-7:00pm

 Wed. 3:30-4:30pm

 

Competency Addressed: Community Portraits (Level II)

 

Goals of the Course:

1.   To become familiar with various types of information about local communities, including Census data, agency reports and records, historical documents, and other types of qualitative and quantitative information.

2.  To become familiar with the range of sources and places where community information can be obtained, including:

* formal sources such as libraries, the Census Bureau, public agencies, and the Internet:

* informal sources, such as newspapers and key informants.

3.  To develop practical skills in obtaining, summarizing, interpreting and evaluating community information.

4.  To gain writing skills needed to produce short research papers based on community information sources and your own unifying ideas.

 

Prerequisites:

Students taking this course must have already completed some Level I competencies, including Understanding Arguments (new curriculum) or Math I/Quantitative Reasoning (old curriculum)

 

Computer Skills:

The Community Portraits competency involves substantial use of computers, including word-processing, spreadsheets and use of the Internet.  The computer skills acquired and demonstrated through Community Portraits may be used toward part of the Computer Skills portion of the Level II Portfolio. 

 

It is essential that students in the Community Portraits class assess their computerskills and needs with full understanding of the computer portions of the Community Portraits competency.  In the first session of Community Portraits there will be a computer questionnaire to help you decide which of the following applies to you:

 

a.  If you do not already have all of the skills in the Level I Computer Portfolio, you are not ready for Community Portraits.  You should drop the Community Portraits course and register for a Computer Instructional Workshop or Computer Tutoring/Evaluation.

b.  If you have all of the skills in the Level I Computer Portfolio, but have no experience using spreadsheet software (Excel or others), it is essential that you register for a Level II Computer Workshop to obtain the necessary skills for the computer-related parts of the Community Portraits competency.

c.  If you have all the skills in the Level I Computer Portfolio, and some basic exposure to spreadsheet software but not enough to know how to enter formulas and set numeric formats, then you should consider registering for a Level II Computer Workshop, or should definitely plan on signing up early in the semester for Computer Tutoring.

d.  If you have all the skills in the Level I Computer Portfolio, and experience with spreadsheets software including knowing how to enter formulas and set numeric formats, then no additional steps are necessary, but you should be aware of the availability of computer tutoring should you need any assistance.

 

Writing Skills:

If you have not yet completed the Writing portion of the Level I Portfolio, you should enroll in a Writing Portfolio Workshop.

 

The community history paper that is required as part of Community Portraits may be used for the required Historical Essay of the Writing Portion of the Level II Portfolio, if it meets the Level II Portfolio standards. Students who wish to  use the paper for this purpose  are responsible for assuring that it meets the Portfolio  requirements beyond those of the  Community Portraits  competency.


Electronic Devices

Electronic communication devices must be turned off or in silent mode during class.  Use of electronic recording devices requires the permission of the instructor.
 

Materials:

A set of required readings will be available for purchase from the instructor or available online.

 

You will need a pocket calculator for some of the course work, starting in Session #3.  You should obtain a very simple calculator with a memory, not a fancy mathematical or financial calculator.

Competency Demonstration:

Completion of the following set of assignments is required for demonstration of the Community Portraits competency.   For each assignment you will be given a detailed assignment sheet explaining exactly what is required.

 

 The schedule of assignments is as follows:

 

Assignment #          Topic                                                                                Due in

                                        Session #

For Competency Criterion #1:

 

1A.      Identify & locate the community you will be studying                                     2

 

For Competency Criterion #2:

 

2A.      Compile 1990 Census data                                                                            3

2B.      Write narrative summary of 1990 Census compilation                                 4    

 

2C.      Compile 1980 Census data                                                                            5

2D.      Write narrative summary of 1980 Census compilation                                6

 

2E.      Analyze 1980 to 1990 Census changes                                                        7

2F.      Write summary of 1980 to 1990 Census changes                                        8

 

For Competency Criterion #3:

 

3A.      Obtain, assess, read and interpret sources                                                   8

on recent community history

3B.      Obtain, assess, read and interpret sources                                                   9

on early and middle community history

 

3C.      Prepare outline of community history paper                                                10

3D.      Write draft of community history paper                                                         11

3E.      Write final community history paper                                                              12

 

For Competency Criterion #4:

 

4A.      Complete one additional information-gathering                           draft       13     

      exercise chosen from list of possibilities                                final        14

 

 

 

The due dates are given to help you manage your time in order to be able to complete the work during the semester.   It is important to come to class even if you have not completed an assignment that is due in that session.   All electronic communication devices must be turned off in class or set to "silent mode."      Recording of  classes requires the permission of the instructor.

 

Course Schedule

 

 

1.         January 24,  Introduction.

 

Overview of course and competency

What are communities?

Ways of describing communities

In-class exercise on community information

Questionnaire on computer skills

Computer lab introduction to locate on-line readings for Session 2

 

 

2.         January 31,  Introducing the Census.

 

Introduction to the Census, how it is conducted, types of information obtained, and controversies about the Census

Computer lab session on basic geography of local communities

 

Read for Session 2:

 

On-line Brochures from the Census Bureau, as follows:

Go to: www.census.gov/dmd/www/teachr2a.html, then follow the links, download and read the following:

 FactFinder for the Nation: History and Organization

 Fact Sheets

 Drop-In Articles

                

The following items in the xerox packet:

 

U.S. Census Bureau, “Questions and Answers About Census 2000"

Mary Leonard, “Justices Back Census Head Count,” Boston Globe, January 26,  1999

“US Deplores Cost of Full 2000 Census,” Boston Globe, June 3, 1999

 

 

 

Starting with Session 3, Week of September 21, you will need a pocket calculator.  Make sure that you bring your calculator to class with you every week.

3.         February 7, The Census, continued.

 

Review of basic math and use of pocket calculator

Discussion of 1990 Census Assignments

Computer lab workshop on obtaining local 1990 Census data and preliminary 2000 Census data on-line    

 

Read for Session 3:

 

Cindy Rodriguez, “Census Cite Growing Diversity,” Boston Globe,  March 13, 2001

Cindy Rodriguez, “Populace Aging, Changing its Ways,” Boston Globe, May 15, 2001

Cindy Rodriguez, “Immigrants Rejuvenate Population,” Boston Globe, May 15, 2001

Cindy Rodriguez, “Along I-495, a Concrete Ribbon of Growth,” Boston Globe, April 9, 2001

Richard Higgins, “Some Towns in Western Mass. Say They’re Underestimated,” Boston Globe, April 8, 2001

Cindy Rodriguez, “Suburbs Drawing Boston Blacks,” Boston Globe, April 4, 2001

Cindy Rodriguez, “Census Shows a Boston Still Divided,” Boston Globe, April 20, 2001

Boston Redevelopment Authority, Boston’s Population -2000, March 2001, skim Parts 1, 2 and 3

 

 4.   February 14.  The Census Continued. 

 

Working session on 1990 Census Assignments 

Workshop on obtaining 1980 Census data on microfiche at the Healey Library

 

 

5.          February 21,  Other Sources of Local Population and Demographic        Information. 

                

Read for Session 5:

 

Ad Hoc South End Committee, "A Statistical Analysis: Occupancy and Displacement History in Buildings of the South End Now Owned by Developer Mark R. Goldweitz," 1974, pp. 1-7

Boston Redeveloment Authority, Gateway City: Boston’s Immigrants 1988-1998, November 199999 (skim)

 

 

 

6.         February 28.  Community History.

 

Overview of the history of Eastern Massachusetts

Introduction to methods and sources of information on community history

 

Read for Session 6:

 

A.   Examples of student papers:

      Carlene Kline, “The Fenway: Boston’s Urban Village,” December 2001

      Valerie Sullivan, “Hanover, Massachusetts,” May 2000

 

B.   Sources and methods of community history:

                                Kathleen A. Dozier, "Organizing the Past for the Future: West Village History as a Collective Enterprise"

Geoffrey Elan, “How to Write a Dull Town History,” New England, 1986

                                Cindy Cohen, “Building Multicultural and Intergenerational Networks Through Oral History," 1983

                                Henry Hampton, “Social History: Our Rudder in the Midst of Storms," Poverty and Race, November 1992 

                                Jeremy Brecher, History From Below: How to Uncover and Tell the Story of Your Community, Association or Union, 1986, Chapters 1-3, pp. 1-19

                             

 

7.       March 7.  Community History.

 

Further discussion of methods and sources of information on community history

 

 

8.             March 21.  Community History Workshop.

 

Working session on assessing and summarizing sources

 

 

9.   March 28.  Other Sources of Local Economic Information.

 

Read for Session 9:

 

Joan Cuozzo, et al., Hispanics in Chelsea: Income and Employment,  U Mass-CPCS, September 1990, Section on "Chelsea Area Labor Market," pp. 6-20

           Massachusetts. Department of Employment and Training, Employment and Wages in Mass. Cities and Towns 1991-2000, December 2001, Introduction, Appendix A, Appendix B, and Sample page

           Massachusetts Dept. of Revenue, Division of Local Services, City and Town, “FY 1998 Municipal Spending,” February 2000

Massachusetts Dept. of Revenue, Division of Local Services, City and Town, “FY 01 Municipal Revenue Components,” May 2001

10.  April 4.  Housing, Real Estate, and Land-Use Information.

 

Read for Session 10:

 

            HOME Coalition, Standing in Line: A Report on Waiting Lists for Elderly, Disabled and Family Housing in Massachusetts, July 1995 

            Boston Tenant Coalition, Turning New Growth into Affordable Housing, April 2001 (skim)

            Boston Department of Neighborhood Development, Real Estate Trends, Third Quarter Report 2000

 

 

11.  April 11.  Education, Social Service and Crime Information.

 

Read for Session 11:

 

      Karen Hayes, “Night Out Celebrates United Attack on Crime,” Boston Globe, August 2, 1998

      Boston Foundation, The Wisdom of Our Choices: Boston’s Indicators of Progress, Change and Sustainability, October 2000, Section Four: Education, and Section Eight: Public Safety

 

 

12.  April 18.  Health, Environmental, and Transportation Information.     

        

Read for Session 12:

 

            Karen Hsu, “City’s Seniors Face Obstacles to Health Care,” Boston Globe, December 14, 1999

          Dolores Kong, “Death Rates Linked to Poverty,” Boston Globe, May 4, 1999

            Cindy Rodriguez, “A Breathtaking Epidemic: Roxbury Area Racked by Childhood  Asthma,” Boston Globe, November 21, 1998

       Karen Hsu, “Boston Will Get $1.9m to Prevent Asthma,” Boston Globe, February 24, 2000

       Cole, Luke W., "The Truth Won't Set You Free (But It Might Make the Evening            News):The Use of Demographic Information in Struggles for Environmental  Justice in California," Poverty and Race, May/June 1996

       Peter J. Howe, “MWRA Want Clean Pipes Before Filtered Water,” Boston Globe,            October 12, 1998

       Scott Allen, “Land Protected, but Species Aren’t,” Boston Globe, October 20,1998

       Boston Public Health Commission, The Health of Boston 2001, excerpts

 

 

13. & 14.  April 25, May 2, May 9.  Workshops on Completing Assignments.

   

 

The deadline for submitting all work for evaluation is Monday, May 15.