Tuesday, December 9, 2014

The Lottery, by Shirley Jackson

"The Lottery" (1948)
by Shirley Jackson
The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green. The people of the village began to gather in the square, between the post office and the bank, around ten o'clock; in some towns there were so many people that the lottery took two days and had to be started on June 2th. but in this village, where there were only about three hundred people, the whole lottery took less than two hours, so it could begin at ten o'clock in the morning and still be through in time to allow the villagers to get home for noon dinner.
The children assembled first, of course. School was recently over for the summer, and the feeling of liberty sat uneasily on most of them; they tended to gather together quietly for a while before they broke into boisterous play. and their talk was still of the classroom and the teacher, of books and reprimands. Bobby Martin had already stuffed his pockets full of stones, and the other boys soon followed his example, selecting the smoothest and roundest stones; Bobby and Harry Jones and Dickie Delacroix-- the villagers pronounced this name "Dellacroy"--eventually made a great pile of stones in one corner of the square and guarded it against the raids of the other boys. The girls stood aside, talking among themselves, looking over their shoulders at rolled in the dust or clung to the hands of their older brothers or sisters.
Soon the men began to gather. surveying their own children, speaking of planting and rain, tractors and taxes. They stood together, away from the pile of stones in the corner, and their jokes were quiet and they smiled rather than laughed. The women, wearing faded house dresses and sweaters, came shortly after their menfolk. They greeted one another and exchanged bits of gossip as they went to join their husbands. Soon the women, standing by their husbands, began to call to their children, and the children came reluctantly, having to be called four or five times. Bobby Martin ducked under his mother's grasping hand and ran, laughing, back to the pile of stones. His father spoke up sharply, and Bobby came quickly and took his place between his father and his oldest brother.
The lottery was conducted--as were the square dances, the teen club, the Halloween program--by Mr. Summers. who had time and energy to devote to civic activities. He was a round-faced, jovial man and he ran the coal business, and people were sorry for him. because he had no children and his wife was a scold. When he arrived in the square, carrying the black wooden box, there was a murmur of conversation among the villagers, and he waved and called. "Little late today, folks." The postmaster, Mr. Graves, followed him, carrying a three- legged stool, and the stool was put in the center of the square and Mr. Summers set the black box down on it. The villagers kept their distance, leaving a space between themselves and the stool. and when Mr. Summers said, "Some of you fellows want to give me a hand?" there was a hesitation before two men. Mr. Martin and his oldest son, Baxter. came forward to hold the box steady on the stool while Mr. Summers stirred up the papers inside it.
The original paraphernalia for the lottery had been lost long ago, and the black box now resting on the stool had been put into use even before Old Man Warner, the oldest man in town, was born. Mr. Summers spoke frequently to the villagers about making a new box, but no one liked to upset even as much tradition as was represented by the black box. There was a story that the present box had been made with some pieces of the box that had preceded it, the one that had been constructed when the first people settled down to make a village here. Every year, after the lottery, Mr. Summers began talking again about a new box, but every year the subject was allowed to fade off without anything's being done.

The black box grew shabbier each year: by now it was no longer completely black but splintered badly along one side to show the original wood color, and in some places faded or stained.
Mr. Martin and his oldest son, Baxter, held the black box securely on the stool until Mr. Summers had stirred the papers thoroughly with his hand. Because so much of the ritual had been forgotten or discarded, Mr. Summers had been successful in having slips of paper substituted for the chips of wood that had been used for generations. Chips of wood, Mr. Summers had argued. had been all very well when the village was tiny, but now that the population was more than three hundred and likely to keep on growing, it was necessary to use something that would fit more easily into he black box. The night before the lottery, Mr. Summers and Mr. Graves made up the slips of paper and put them in the box, and it was then taken to the safe of Mr. Summers' coal company and locked up until Mr. Summers was ready to take it to the square next morning. The rest of the year, the box was put way, sometimes one place, sometimes another; it had spent one year in Mr. Graves's barn and another year underfoot in the post office. and sometimes it was set on a shelf in the Martin grocery and left there.
There was a great deal of fussing to be done before Mr. Summers declared the lottery open. There were the lists to make up--of heads of families. heads of households in each family. members of each household in each family. There was the proper swearing-in of Mr. Summers by the postmaster, as the official of the lottery; at one time, some people remembered, there had been a recital of some sort, performed by the official of the lottery, a perfunctory. tuneless chant that had been rattled off duly each year; some people believed that the official of the lottery used to stand just so when he said or sang it, others believed that he was supposed to walk among the people, but years and years ago this p3rt of the ritual had been allowed to lapse. There had been, also, a ritual salute, which the official of the lottery had had to use in addressing each person who came up to draw from the box, but this also had changed with time, until now it was felt necessary only for the official to speak to each person approaching. Mr. Summers was very good at all this; in his clean white shirt and blue jeans. with one hand resting carelessly on the black box. he seemed very proper and important as he talked interminably to Mr. Graves and the Martins.
Just as Mr. Summers finally left off talking and turned to the assembled villagers, Mrs. Hutchinson came hurriedly along the path to the square, her sweater thrown over her shoulders, and slid into place in the back of the crowd. "Clean forgot what day it was," she said to Mrs. Delacroix, who stood next to her, and they both laughed softly. "Thought my old man was out back stacking wood," Mrs. Hutchinson went on. "and then I looked out the window and the kids was gone, and then I remembered it was the twenty- seventh and came a-running." She dried her hands on her apron, and Mrs. Delacroix said, "You're in time, though. They're still talking away up there."
Mrs. Hutchinson craned her neck to see through the crowd and found her husband and children standing near the front. She tapped Mrs. Delacroix on the arm as a farewell and began to make her way through the crowd. The people separated good-humoredly to let her through: two or three people said. in voices just loud enough to be heard across the crowd, "Here comes your, Missus, Hutchinson," and "Bill, she made it after all." Mrs. Hutchinson reached her husband, and Mr. Summers, who had been waiting, said cheerfully. "Thought we were going to have to get on without you, Tessie." Mrs. Hutchinson said. grinning, "Wouldn't have me leave m'dishes in the sink, now, would you. Joe?," and soft laughter ran through the crowd as the people stirred back into position after Mrs. Hutchinson's arrival.
"Well, now." Mr. Summers said soberly, "guess we better get started, get this over with, so's we can go back to work. Anybody ain't here?"

"Dunbar." several people said. "Dunbar. Dunbar."
Mr. Summers consulted his list. "Clyde Dunbar." he said. "That's right. He's broke his leg, hasn't he? Who's drawing for him?"
"Me. I guess," a woman said. and Mr. Summers turned to look at her. "Wife draws for her husband." Mr. Summers said. "Don't you have a grown boy to do it for you, Janey?" Although Mr. Summers and everyone else in the village knew the answer perfectly well, it was the business of the official of the lottery to ask such questions formally. Mr. Summers waited with an expression of polite interest while Mrs. Dunbar answered.
"Horace's not but sixteen vet." Mrs. Dunbar said regretfully. "Guess I gotta fill in for the old man this year."
"Right." Sr. Summers said. He made a note on the list he was holding. Then he asked, "Watson boy drawing this year?"
A tall boy in the crowd raised his hand. "Here," he said. "I'm drawing for my mother and me." He blinked his eyes nervously and ducked his head as several voices in the crowd said thin#s like "Good fellow, lack." and "Glad to see your mother's got a man to do it."
"Well," Mr. Summers said, "guess that's everyone. Old Man Warner make it?"
"Here," a voice said. and Mr. Summers nodded.
A sudden hush fell on the crowd as Mr. Summers cleared his throat and looked at the list. "All ready?" he called. "Now, I'll read the names--heads of families first--and the men come up and take a paper out of the box. Keep the paper folded in your hand without looking at it until everyone has had a turn. Everything clear?"
The people had done it so many times that they only half listened to the directions: most of them were quiet. wetting their lips. not looking around. Then Mr. Summers raised one hand high and said, "Adams." A man disengaged himself from the crowd and came forward. "Hi. Steve." Mr. Summers said. and Mr. Adams said. "Hi. Joe." They grinned at one another humorlessly and nervously. Then Mr. Adams reached into the black box and took out a folded paper. He held it firmly by one corner as he turned and went hastily back to his place in the crowd. where he stood a little apart from his family. not looking down at his hand.
"Allen." Mr. Summers said. "Anderson.... Bentham."
"Seems like there's no time at all between lotteries any more." Mrs. Delacroix said to Mrs. Graves in the back row.
"Seems like we got through with the last one only last week."
"Time sure goes fast.-- Mrs. Graves said.

"Clark.... Delacroix"
"There goes my old man." Mrs. Delacroix said. She held her breath while her husband went forward.
"Dunbar," Mr. Summers said, and Mrs. Dunbar went steadily to the box while one of the women said. "Go on. Janey," and another said, "There she goes."
"We're next." Mrs. Graves said. She watched while Mr. Graves came around from the side of the box, greeted Mr. Summers gravely and selected a slip of paper from the box. By now, all through the crowd there were men holding the small folded papers in their large hand. turning them over and over nervously Mrs. Dunbar and her two sons stood together, Mrs. Dunbar holding the slip of paper.
"Harburt.... Hutchinson."
"Get up there, Bill," Mrs. Hutchinson said. and the people near her laughed.
"Jones."
"They do say," Mr. Adams said to Old Man Warner, who stood next to him, "that over in the north village they're talking of giving up the lottery."
Old Man Warner snorted. "Pack of crazy fools," he said. "Listening to the young folks, nothing's good enough for them. Next thing you know, they'll be wanting to go back to living in caves, nobody work any more, live hat way for a while. Used to be a saying about 'Lottery in June, corn be heavy soon.' First thing you know, we'd all be eating stewed chickweed and acorns. There's always been a lottery," he added petulantly. "Bad enough to see young Joe Summers up there joking with everybody."
"Some places have already quit lotteries." Mrs. Adams said.
"Nothing but trouble in that," Old Man Warner said stoutly. "Pack of young fools."
"Martin." And Bobby Martin watched his father go forward. "Overdyke.... Percy."
"I wish they'd hurry," Mrs. Dunbar said to her older son. "I wish they'd hurry."
"They're almost through," her son said.
"You get ready to run tell Dad," Mrs. Dunbar said.
Mr. Summers called his own name and then stepped forward precisely and selected a slip from the box. Then he called, "Warner."
"Seventy-seventh year I been in the lottery," Old Man Warner said as he went through the crowd. "Seventy-seventh time."

"Watson" The tall boy came awkwardly through the crowd. Someone said, "Don't be nervous, Jack," and Mr. Summers said, "Take your time, son."
"Zanini."
After that, there was a long pause, a breathless pause, until Mr. Summers. holding his slip of paper in the air, said, "All right, fellows." For a minute, no one moved, and then all the slips of paper were opened. Suddenly, all the women began to speak at once, saving. "Who is it?," "Who's got it?," "Is it the Dunbars?," "Is it the Watsons?" Then the voices began to say, "It's Hutchinson. It's Bill," "Bill Hutchinson's got it."
"Go tell your father," Mrs. Dunbar said to her older son.
People began to look around to see the Hutchinsons. Bill Hutchinson was standing quiet, staring down at the paper in his hand. Suddenly. Tessie Hutchinson shouted to Mr. Summers. "You didn't give him time enough to take any paper he wanted. I saw you. It wasn't fair!"
"Be a good sport, Tessie." Mrs. Delacroix called, and Mrs. Graves said, "All of us took the same chance."
"Shut up, Tessie," Bill Hutchinson said.
"Well, everyone," Mr. Summers said, "that was done pretty fast, and now we've got to be hurrying a little more to get done in time." He consulted his next list. "Bill," he said, "you draw for the Hutchinson family. You got any other households in the Hutchinsons?"
"There's Don and Eva," Mrs. Hutchinson yelled. "Make them take their chance!"
"Daughters draw with their husbands' families, Tessie," Mr. Summers said gently. "You know that as well as anyone else."
"It wasn't fair," Tessie said.
"I guess not, Joe." Bill Hutchinson said regretfully. "My daughter draws with her husband's family; that's only fair. And I've got no other family except the kids."
"Then, as far as drawing for families is concerned, it's you," Mr. Summers said in explanation, "and as far as drawing for households is concerned, that's you, too. Right?"
"Right," Bill Hutchinson said.
"How many kids, Bill?" Mr. Summers asked formally.
"Three," Bill Hutchinson said.
"There's Bill, Jr., and Nancy, and little Dave. And Tessie and me."

"All right, then," Mr. Summers said. "Harry, you got their tickets back?"
Mr. Graves nodded and held up the slips of paper. "Put them in the box, then," Mr. Summers directed. "Take Bill's and put it in."
"I think we ought to start over," Mrs. Hutchinson said, as quietly as she could. "I tell you it wasn't fair. You didn't give him time enough to choose. Everybody saw that."
Mr. Graves had selected the five slips and put them in the box. and he dropped all the papers but those onto the ground. where the breeze caught them and lifted them off.
"Listen, everybody," Mrs. Hutchinson was saying to the people around her.
"Ready, Bill?" Mr. Summers asked. and Bill Hutchinson, with one quick glance around at his wife and children. nodded.
"Remember," Mr. Summers said. "take the slips and keep them folded until each person has taken one. Harry, you help little Dave." Mr. Graves took the hand of the little boy, who came willingly with him up to the box. "Take a paper out of the box, Davy." Mr. Summers said. Davy put his hand into the box and laughed. "Take just one paper." Mr. Summers said. "Harry, you hold it for him." Mr. Graves took the child's hand and removed the folded paper from the tight fist and held it while little Dave stood next to him and looked up at him wonderingly.
"Nancy next," Mr. Summers said. Nancy was twelve, and her school friends breathed heavily as she went forward switching her skirt, and took a slip daintily from the box "Bill, Jr.," Mr. Summers said, and Billy, his face red and his feet overlarge, near knocked the box over as he got a paper out. "Tessie," Mr. Summers said. She hesitated for a minute, looking around defiantly. and then set her lips and went up to the box. She snatched a paper out and held it behind her.
"Bill," Mr. Summers said, and Bill Hutchinson reached into the box and felt around, bringing his hand out at last with the slip of paper in it.
The crowd was quiet. A girl whispered, "I hope it's not Nancy," and the sound of the whisper reached the edges of the crowd.
"It's not the way it used to be." Old Man Warner said clearly. "People ain't the way they used to be."
"All right," Mr. Summers said. "Open the papers. Harry, you open little Dave's."
Mr. Graves opened the slip of paper and there was a general sigh through the crowd as he held it up and everyone could see that it was blank. Nancy and Bill. Jr.. opened theirs at the same time. and both beamed and laughed. turning around to the crowd and holding their slips of paper above their heads.
"Tessie," Mr. Summers said. There was a pause, and then Mr. Summers looked at Bill Hutchinson, and Bill unfolded his paper and showed it. It was blank.

"It's Tessie," Mr. Summers said, and his voice was hushed. "Show us her paper. Bill."
Bill Hutchinson went over to his wife and forced the slip of paper out of her hand. It had a black spot on it, the black spot Mr. Summers had made the night before with the heavy pencil in the coal company office. Bill Hutchinson held it up, and there was a stir in the crowd.
"All right, folks." Mr. Summers said. "Let's finish quickly."
Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones. The pile of stones the boys had made earlier was ready; there were stones on the ground with the blowing scraps of paper that had come out of the box Delacroix selected a stone so large she had to pick it up with both hands and turned to Mrs. Dunbar. "Come on," she said. "Hurry up."
Mr. Dunbar had small stones in both hands, and she said. gasping for breath. "I can't run at all. You'll have to go ahead and I'll catch up with you."
The children had stones already. And someone gave little Davy Hutchinson few pebbles.
Tessie Hutchinson was in the center of a cleared space by now, and she held her hands out desperately as the villagers moved in on her. "It isn't fair," she said. A stone hit her on the side of the head. Old Man Warner was saying, "Come on, come on, everyone." Steve Adams was in the front of the crowd of villagers, with Mrs. Graves beside him.
"It isn't fair, it isn't right," Mrs. Hutchinson screamed, and then they were upon her. 

Girl, by Jamaica Kincaid

Wash the white clothes on Monday and put them on the stone heap; wash the color clothes on Tuesday and put them on the clothesline to dry; don't walk barehead in the hot sun; cook pumpkin fritters in very hot sweet oil; soak your little cloths right after you take them off; when buying cotton to make yourself a nice blouse, be sure that it doesn't have gum on it, because that way it won't hold up well after a wash; soak salt fish overnight before you cook it; is it true that you sing benna in Sunday school?; always eat your food in such a way that it won't turn someone else's stomach; on Sundays try to walk like a lady and not like the slut you are so bent on becoming; don't sing benna in Sunday school; you mustn't speak to wharf–rat boys, not even to give directions; don't eat fruits on the street—flies will follow you; but I don't sing benna on Sundays at all and never in Sunday school; this is how to sew on a button; this is how to make a button–hole for the button you have just sewed on; this is how to hem a dress when you see the hem coming down and so to prevent yourself from looking like the slut I know you are so bent on becoming; this is how you iron your father's khaki shirt so that it doesn't have a crease; this is how you iron your father's khaki pants so that they don't have a crease; this is how you grow okra—far from the house, because okra tree harbors red ants; when you are growing dasheen, make sure it gets plenty of water or else it makes your throat itch when you are eating it; this is how you sweep a corner; this is how you sweep a whole house; this is how you sweep a yard; this is how you smile to someone you don't like too much; this is how you smile to someone you don't like at all; this is how you smile to someone you like completely; this is how you set a table for tea; this is how you set a table for dinner; this is how you set a table for dinner with an important guest; this is how you set a table for lunch; this is how you set a table for breakfast; this is how to behave in the presence of men who don't know you very well, and this way they won't recognize immediately the slut I have warned you against becoming; be sure to wash every day, even if it is with your own spit; don't squat down to play marbles—you are not a boy, you know; don't pick people's flowers—you might catch something; don't throw stones at blackbirds, because it might not be a blackbird at all; this is how to make a bread pudding; this is how to make doukona; this is how to make pepper pot; this is how to make a good medicine for a cold; this is how to make a good medicine to throw away a child before it even becomes a child; this is how to catch a fish; this is how to throw back a fish you don't like, and that way something bad won't fall on you; this is how to bully a man; this is how a man bullies you; this is how to love a man; and if this doesn't work there are other ways, and if they don't work don't feel too bad about giving up; this is how to spit up in the air if you feel like it, and this is how to move quick so that it doesn't fall on you; this is how to make ends meet; always squeeze bread to make sure it's fresh; but what if the baker won't let me feel the bread?; you mean to say that after all you are really going to be the kind of woman who the baker won't let near the bread?

Tuesday, December 2, 2014

Again: Thoughts About Thesis Statements

Ideas About Thesis Statements

THE THESIS STATEMENT

The thesis is the ONE sentence that contains
the foundation, the premise, the argument
you are presenting to your readers.
It is the core of the essay.
Strive to make it strong and clear.


ELEMENTS OF THESIS:

  • It must be ARGUABLE.
This means it presents an opinion, an argument, or an illustration of a view or experience.  It is not a mere statement of fact. 

  • It must ADDRESS the TOPIC.
While this element seems obvious too, writers often get going and one thought leads to another and another and the topic gets left behind. Re-read the prompt several times to make sure you haven’t gone off topic beyond the parameters of the assignment. 

  • It must be specific enough to be covered in the paper.
What is the length of the assignment: two pages? ten pages? The length determines how broad or narrow the scope of your thesis will be. Adjust accordingly. 

  • It must MAKE SENSE.
This is the catch-all element that asks you to re-consider your wording, syntax, diction, and grammar. Make changes as you see fit.

Tuesday, November 18, 2014

Prompt for research paper

Prompt for research paper
In August 1965, the Watts area of Los Angeles exploded as Black Americans expressed pent-up rage for second-class status in America. The event that triggered the so-called Watts Riots was a simple traffic stop of young man by a Highway Patrol motorcycle officer for reckless driving. A crowd gathered, the driver’s mother was called to come witness the event and within 24 hours Police Chief William Parker called in the National Guard to patrol the streets of Los Angeles. A simple traffic stop had become a national stand-off about civil rights and a community-wide release of decades of anger. The Watts Riots changed Los Angeles - and America - for ever.

Your assignment is to write an outline of a 3-4 page paper describing the underlying reason why Black citizens of Los Angeles exploded. Examine the vicious treatment they faced at the hands of the police of L.A. But don’t dwell just on that, investigate the more subtle ways discrimination play a role in enforcing inequality. Investigate the restrictive covenants that prevented Black people from buying houses beyond certain boundaries. Examine the impact such “ghettoization” had on educational and health opportunities. Look into workers rights and access to good, union jobs. Find one aspect of this brutally enforced double standard and investigate carefully.

You need to find facts to back up your topic by using the LASC library resources. This paper is not about your opinions. Rather it is about finding the facts that prove the double-standard that Watts residents (and Black people everywhere) faced daily. When you create your outline, you will organize the facts that you found while doing your research. You must cite your sources (prove where you got your information from).

Then, write two strong, interesting paragraphs to begin your paper that will show that you’ve learned how craft a good hook and a solid thesis statement. You will also hand in an outline for the rest of your paper. Use MLA citations to document your research. 

Use the www.LASC.edu library database to do your research. You should be able to find the information you need this way. 

I found one interesting source while examining the Wikipedia footnotes for “Watts Riots”  I'm not a fan of using the information in Wikipedia articles - it's sometimes misleading. But the footnotes often point to sources that can be useful. 

http://www.usc.edu/libraries/archives/cityinstress/mccone/contents.html. It’s a paper written right after the uprising by officials trying to make sense out of the events. Although the tone of the research is tainted by a lot of negative judgments, much of the information is good. There are sections on police, education, housing, employment, welfare, and many other things. 

I will continue to add to this list as necessary.

Thursday, November 6, 2014

Article on "white privilege"

Class, I thought that this article would help us in our conversation about race, Easy Rawlins, and Daphne Monet/Ruby Hanks. It's long, but it's very interesting in light of our discussions.


What ‘White Privilege’ Really Means

The Stone
The Stone is a forum for contemporary philosophers and other thinkers on issues both timely and timeless. 
This is the first in a series of interviews with philosophers on race that I am conducting for The Stone. This week’s conversation is with Naomi Zack, a professor of philosophy at the University of Oregon and the author of “The Ethics and Mores of Race: Equality After the History of Philosophy.”  The interview was conducted by email and edited. — George Yancy
George Yancy: What motivates you to work as a philosopher in the area of race? 
Photo
Naomi ZackCredit
Naomi Zack: I am mainly motivated by a great need to work and not to be bored, and I have a critical bent. I think there is a lot of work to be done concerning race in the United States, and a lot of ignorance and unfairness that still needs to be uncovered and corrected. I received my doctorate in philosophy from Columbia University in 1970 and then became absent from academia until 1990. When I returned it had become possible to write about real issues and apply analytic skills to social ills and other practical forms of injustice. My first book, “Race and Mixed Race” (1991) was an analysis of the incoherence of U.S. black/white racial categories in their failure to allow for mixed race. In “Philosophy of Science and Race,” I examined the lack of a scientific foundation for biological notions of human races, and in “The Ethics and Mores of Race,” I turned to the absence of ideas of universal human equality in the Western philosophical tradition.
I’m also interested in the role of the university in homelessness and have begun to organize an ongoing project for the University of Oregon’s Community Philosophy Institute, with a unique website.
G.Y.: How can critical philosophy of race shed unique light on what has happened, and is still happening, in Ferguson, Mo.?
N.Z.: Critical philosophy of race, like critical race theory in legal studies, seeks to understand the disadvantages of nonwhite racial groups in society (blacks especially) by understanding social customs, laws, and legal practices. What’s happening in Ferguson is the result of several recent historical factors and deeply entrenched racial attitudes, as well as a breakdown in participatory democracy.
G.Y.: Would you put this in more concrete terms?
N.Z.: Let’s work backwards on this. Middle-class and poor blacks in the United States do less well than whites with the same income on many measures of human well-being: educational attainment, family wealth, employment, health, longevity, infant mortality. You would think that in a democracy, people in such circumstances would vote for political representatives on all levels of government who would be their advocates. But the United States, along with other rich Western consumer societies, has lost its active electorate (for a number of reasons that I won’t go into here). So when something goes wrong, when a blatant race-related injustice occurs, people get involved in whatever political action is accessible to them. They take to the streets, and if they do that persistently and in large enough numbers, first the talking heads and then the big media start to pay attention. And that gets the attention of politicians who want to stay in office.
It’s too soon to tell, but “Don’t Shoot” could become a real political movement — or it could peter out as the morally outraged self-expression of the moment, like Occupy Wall Street.
‘In the fullness of time, these differences will even out. But the sudden killings of innocent, unarmed youth bring it all to a head.’
But the value of money pales in contrast to the tragedy this country is now forced to deal with. A tragedy is the result of a mistake, of an error in judgment that is based on habit and character, which brings ruin. In recent years, it seems as though more unarmed young black men are shot by local police who believe they are doing their duty and whose actions are for the most part within established law.
In Ferguson, the American public has awakened to images of local police, fully decked out in surplus military gear from our recent wars in Iraq and Afghanistan, who are deploying all that in accordance with a now widespread “broken windows” policy, which was established on the hypothesis that if small crimes and misdemeanors are checked in certain neighborhoods, more serious crimes will be deterred. But this policy quickly intersected with police racial profiling already in existence to result in what has recently become evident as a propensity to shoot first. All of that surplus military gear now stands behind such actions, and should offend members of the public who protest.
Photo
Demonstrators outside the Ferguson, Mo., police station on Oct. 13.Credit Scott Olson/Getty Images
G.Y.: How does this “broken windows” policy relate to the tragic deaths of young black men/boys?
N.Z.:People are now stopped by the police for suspicion of misdemeanor offenses and those encounters quickly escalate. The death of Michael Brown, like the death of Trayvon Martin before him and the death of Oscar Grant before him, may be but the tip of an iceberg.
Young black men are the convenient target of choice in the tragic intersection of the broken windows policy, the domestic effects of the war on terror and police racial profiling.
G.Y.: Why do you think that young black men are disproportionately targeted?
N.Z.: Exactly why unarmed young black men are the target of choice, as opposed to unarmed young white women, or unarmed old black women, or even unarmed middle-aged college professors, is an expression of a long American tradition of suspicion and terrorization of members of those groups who have the lowest status in our society and have suffered the most extreme forms of oppression, for centuries. What’s happening now in Ferguson is the crystallization of our grief. Don’t Shoot!
We also need to understand the basic motives of whole human beings, especially those with power. The local police have a lot of power — they are “the law” for all practical purposes.
Police in the United States are mostly white and mostly male. Some confuse their work roles with their own characters. As young males, they naturally pick out other young male opponents. They have to win, because they are the law, and they have the moral charge of protecting. So young black males, who have less status than they do, and are already more likely to be imprisoned than young white males, are natural suspects.
G.Y.: But aren’t young black males also stereotyped according to white racist assumptions?
N.Z.: Yes. Besides the police, a large segment of the white American public believes they are in danger from blacks, especially young black men, who they think want to rape young white women. This is an old piece of American mythology that has been invoked to justify crimes against black men, going back to lynching. The perceived danger of blacks becomes very intense when blacks are harmed. And so today, whenever an unarmed black man is shot by a police officer and the black community protests, whites in the area buy more guns.
This whole scenario is insane. The recent unarmed young black male victims of police and auxiliary police shootings have not been criminals. Their initial reactions to being confronted by police are surprise and outrage, because they cannot believe they are suspects or that merely looking black makes them suspicious. Maybe their grandfathers told them terrible stories, but after the Civil Rights movements and advancement for middle-class blacks, we are supposed to be beyond legally sanctioned racial persecution. Their parents may not have taught them the protocol for surviving police intervention. And right now the airwaves and Internet are buzzing with the anxiety of parents of young black men. They now have to caution their sons: “Yes, I know you don’t get into trouble, and I know you are going to college, but you have to listen to me about what to do and what not to do if you are ever stopped by the police. Your life depends on it. . . Don’t roll your eyes at me, have you heard what happened to Trayvon Martin and Michael Brown?”
G.Y.: We can safely assume white parents don’t need to have this talk with their children. Do you think white privilege is at work in this context?
N.Z.: The term “white privilege” is misleading. A privilege is special treatment that goes beyond a right. It’s not so much that being white confers privilege but that not being white means being without rights in many cases. Not fearing that the police will kill your child for no reason isn’t a privilege. It’s a right.  But I think that is what “white privilege” is meant to convey, that whites don’t have many of the worries nonwhites, especially blacks, do. I was talking to a white friend of mine earlier today. He has always lived in the New York City area. He couldn’t see how the Michael Brown case had anything to do with him. I guess that would be an example of white privilege. 
Other examples of white privilege include all of the ways that whites are unlikely to end up in prison for some of the same things blacks do, not having to worry about skin-color bias, not having to worry about being pulled over by the police while driving or stopped and frisked while walking in predominantly white neighborhoods, having more family wealth because your parents and other forebears were not subject to Jim Crow and slavery. Probably all of the ways in which whites are better off than blacks in our society are forms of white privilege. In the normal course of events, in the fullness of time, these differences will even out. But the sudden killings of innocent, unarmed youth bring it all to a head.
G.Y.: The fear of black bodies — the racist mythopoetic constructions of black bodies — has been perpetuated throughout the history of America. The myth of the black male rapist, for example, in “Birth of a Nation.” But even after the civil rights movements and other instances of raised awareness and progress, black bodies continue to be considered “phobogenic objects,” as Frantz Fanon would say.
N.Z.: Fanon, in his “Black Skin, White Masks,” first published in France, in 1952, quoted the reaction of a white child to him: “Look, a Negro! . . . Mama, see the Negro! I’m frightened!” Over half a century later, it hasn’t changed much in the United States. Black people are still imagined to have a hyper-physicality in sports, entertainment, crime, sex, politics, and on the street. Black people are not seen as people with hearts and minds and hopes and skills but as cyphers that can stand in for anything whites themselves don’t want to be or think they can’t be. And so, from a black perspective, the black self that whites serve up to them is not who they are as human beings. This exaggeration of black physicality is dehumanizing.
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G.Y.: Given this, why have so many adopted the idea that we live in a post-racial moment in America?
N.Z.:    I don’t know where the idea of “post-racial” America came from. It may have begun when minorities were encouraged to buy homes they could not afford so that bankers could bet against their ability to make their mortgage payments, before the real estate crash of 2007-08. It sounds like media hype to make black people feel more secure so that they will be more predictable consumers — if they can forget about the fact blacks are about four times as likely as whites to be in the criminal justice system. If America is going to become post-racial, it will be important to get the police on board with that. But it’s not that difficult to do. A number of minority communities have peaceful and respectful relations with their local police. Usually it requires negotiation, bargaining, dialogue — all of which can be set up at very little cost. In addition, police departments could use intelligent camera-equipped robots or drones to question suspects before human police officers approach them. It’s the human contact that is deadly here, because it lacks humanity. Indeed, the whole American system of race has always lacked humanity because it’s based on fantastic biological speculations that scientists have now discarded, for all empirical purposes.
G.Y.: So is it your position that race is a social construct? If so, why don’t we just abandon the concept?
N.Z.:Yes, race is through and through a social construct, previously constructed by science, now by society, including its most extreme victims. But, we cannot abandon race, because people would still discriminate and there would be no nonwhite identities from which to resist. Also, many people just don’t want to abandon race and they have a fundamental right to their beliefs. So race remains with us as something that needs to be put right.
George Yancy is a professor of philosophy at Duquesne University. He has written, edited and co-edited numerous books, including “Black Bodies, White Gazes,” “Look, a White!” and “Pursuing Trayvon Martin,” co-edited with Janine Jones.

Saturday, November 1, 2014

MUST READ: Second Half of Semester

English 21
Mr. Tompkins
10/31/2014

I feel it would be helpful if I clarify my expectations for the class for the remaining weeks of the semester. 

November 4: In-class: Thesis statement for assignment 3 is due
November 6: Outline for composition 3 due, Complete first paragraph due (at end of class)
November 13: Research paper works cited Composition 3 due
November 20: In-class essay
November 25: Outline of assignment 4 due
December 4: Draft of assignment 4 due
December 9: Peer correction of final draft
December 16: Assignment 4 due, final exam

In order to ensure that you will have an interesting, informative record of each class - I am asking that you take notes of everything we discuss in class each Thursday between now and mid-December. I expect to see a record of the agenda for each class (copied from the board), and the material discussed in class. The quality of your notes will be weighted as if each week an extra homework grade has been added to your overall grade.

Until recently I have urged students to bring their digital devices to class to be able to search out information during discussions and to access class handout material during class. This is a college level class, and for that reason I don’t treat students as if they were high school students. It shouldn’t be necessary for a teacher to look over shoulders or to try to follow students’ digital footsteps during class time. However, it’s been brought to my attention that some students have been taking advantage of this. For that reason, I’m asking students to keep phones, iPads etc. in their backpacks unless we have a particular reason to bring them out. Students who aren’t wiling to cooperate will be asked to leave the class for the day.

I have dropped several students for poor attendance. Several others can not miss any more classes without being dropped.


Tuesday, October 28, 2014

Assignment 3: Respond to the essay "As They Say, Drugs Kill"

English 21
Assignment 3
Mr. Tompkins
October 25, 2014

The purpose of assignment 3 is to test your ability to analyze and respond to a text. In this case, you will read the essay “As They Say, Drugs Kill,” by Laura Rowley (page 480 in Stepping Stones). It’s a raw, painful story about watching a young man die from a reaction to recreational drugs. 

Drugs are everywhere in daily life. Doctors prescribe drugs to us when we’re sick, when we’re depressed, when we’re anxious, and when we want to ward off illness. Children are sometimes prescribed powerful drugs to shape behavior. Weightlifters and some athletes take anabolic steroids and HGH to improve their performances and recover from injuries. Drugs are given to animals who become the food we eat. There are a multitude of recreational drugs - some legal some not - that people take, ostensibly to enhance the pleasure. There are also strong, addictive drugs that are against the law but nevertheless are easily found. 

Discuss what your opinion is about recreational drugs and those who take them. Things to think about: Why do people take such drugs? Is there enough information available about the dangers of using drugs? Have you known anyone who’s taken an overdose or had an adverse reaction to drugs?Did the author and people at that party do enough to save the life of the boy who died? How would you have handled it? Why are some drugs subject to so many laws and restrictions and some are not? 

You will read Rowley’s essay and write a response to it,. You must consider both her thoughts and your own about the questions asked in the last paragraph. You must refer to her essay in yours, but the bulk of yours will be to explain your opinions and the reasons you have them. If they are based on experiences you’ve had or people you’ve known have had, then write about them. But you don’t have had personal experience to have opinions about the matter. Drug usage is a question that is important for everyone to think about and have an opinion on. 

Your essay will be roughly 300 words long. 
The outline for assignment 3 is due on Thursday, October 30, 
The rough draft is due on Tuesday, Nov. 4. 
The final draft is due Tuesday, Nov. 11.