Department of African American Studies
Temple University
AAS 0857 - 001
Sports and Leisure In American Society
Fall 2013
Monday, Wednesday, and Friday: 3:00pm-3:50pm
Anderson Hall 28
Instructor:Drew Brown, MA.
Ph. (215) 204-2770
Email:
622 Gladfelter Hall
Office Hours: Mon & Wed: 11:45pm-12:45pm (or by appointment if necessary)
Course Description: In this course, we explore the complexity and diversity of American society through the study of sport and leisure. How does the way we play sports or watch sports reflect, and contribute to, American values. How do we spend our leisure time and what helps determine the way we experience leisure in America? Issues of race, ethnicity, gender, age, disability, and socio-economic class will be prominent featured in this class.
This course fulfills a General Education requirement in the area of U.S. Society.
This course will help developyour understanding of the history and culture of the U.S. Its specific aim is to teach you how to interpret historical and contemporary materials about leisure and sport in the United States, as well as compare the US to other societies. The course will enhance your critical thinking skills, information literacy skills, and your ability to place historical and contemporary issues in proper context.
Furthermore,this is anAfrican American Studies course. Therefore, it will explore how race and ethnicity interact, how a common whiteness emerges in US history. We will define central ideas such as whiteness, race, ethnicity, class and so on. In this course we will examine the relationship between racialization, race and racism in the context of sport and leisure in United States. We will review various theoretical approaches to racism and/or prejudice primarily. Additionally, we will examine the historical growth of white supremacy and privilege in sustaining systems of racial and economic inequality.
Course Goals
In this course, student will learn the role that sports and leisure has played in American history while enhancing your:
•Critical thinking skills
•Information literacy
•Ability to examine historical events through a variety of interdisciplinary disciplines
•Understanding of historical and contemporary issues in context
•Engagement, both locally and globally, in the issues of our day
Students will be able to effectively analyze the experience of race in US sports and leisure (that is the lived experience of race) in relationship to its historical, cultural, social, economic, and political dynamics. As well as, identify, analyze, discuss and critique theories regarding race and ethnic relations in American sports and leisure. Students will develop critical thinking and analytical skills by comparing and contrasting the experiences of African Americans with other groups. And finally, students will explore strategies they can use with their families, co-workers, and peers to create better race relations, and to eradicate white supremacy and privilege in their immediate environments, the sports world, and the nation as a whole.
Goals and Expectations of the Instructor
Students are expected to attend all classes, participate in class discussion, and most importantly, read the assignments prior to class.
Course Objectives:
Upon completion of this course, students will be able to:
- Explain, discuss and identify the facts and myths surrounding African American sport and leisure;
- Understand the significance of race in sports and leisure;
- Be able to identify the ways racism manifests itself in sports and explain the effects;
- Explain, discuss and identify social impact of African American sport and leisure;
Required Texts
Forty Million Dollar Slavesby William Rhoden
Ballers of the New School: Race and Sports in America by Thabiti Lewis
Films
Journey of African American Athletes
The Express: The Ernie Davis Story
1968 Olympic power solute
Unforgivable Blackness
Supplemental readings for the semester will be provided via Blackboard along with any other pertinent course information (syllabus, guidelines for assignments, etc.) Students are responsible for printing out all assigned readings unless otherwise noted or instructed. All students enrolled in this class have been automatically enrolled in Blackboard. Please make sure to check Blackboard and your Temple email accounts regularly for any announcements, information or changes that may be made to the class schedule.
** Depending on current events, there may be additional readings/commentaries/news stories sent via email or posted on Blackboard. Each student must have a Temple University e-mail account in order to receive e-mail announcements sent via Blackboard. You are responsible for logging on to Blackboard and reading the announcements and obtaining assigned material. To log onto the Blackboard web page for this course, go to Temple's homepage, log into the TUPortal and click on the Blackboard icon or simply type in Blackboard in the search menu.
Attendance and Class Participation: (15%)
Attendance:
Your attendance and class participation is crucial to your success in class. Attendance will be taken each and every day. More than three (3)unexcused absences will result in a loss of a half-letter grade (A to an A-). Five (5) absences will result in a loss of a full letter grade (A- to a B-). Absences exceeding seven (7) will result in failure of the course.
If you will be observing any religious holidays this semester which will prevent you from attending a regularly scheduled class or interfere with fulfilling any course requirement, your instructor will offer you an opportunity to make up the class or course requirement if you make arrangement by informing your instructor of the dates of your religious holidays within two (2) weeks of the beginning of the semester (or three (3) days before any holidays which fall within the first two weeks of class).
*Please keep in mind that if there is an issue that will impact your attendance and/or participation in this class significantly, it is imperative that I be notified immediately in order to prevent issues when final grades are due.*
*Lateness:
As a student, I understand that various unexpected circumstances can sometimes lead to tardiness. However, as a young adult, you are expected to organize your time effectively. If you are late for an interview you will not get the job. As so, your preparation and discipline is crucial to your success in this course. Late arrivals also disturb the flow of class and are taken as a sign of disrespect. You have one excused late, if it happens more than once; you may still attend the class, but will do so with a zero for attendance. Remember, if you’re early; you’re on time. If you’re on time; you’re late. And, if you’re late; you’re absent.
Participation:
Discourse is a key element in the advancement of knowledge. Therefore, you must participate in class discussions and exercises. You are here to learn from, engage with and teach your classmates. While it may seem easier to allow me to talk for hours on end while you catch up on sleep, this class subject is one that everyone should have some input on.Whether it is life experiences or information gathered from textual sources, your input is valuable and invited. Pop-quizzes will be given in order for you to display your participation in class reading assignments.
Assignments:
All Assignments are due at the beginning of each class or at the specified time and date.No late assignments will be accepted without a legitimate excuse (unexpected illness or family emergency which will require a conversation and sufficient evidence that will be determined by the professor). If you know that you will have to miss class on a particular date, submit your assignment in advance. If excused by the professor, you will still receive attendance participation. The semester grade for assignments will be the percentage of total assignment points earned (out of the total points possible).
Submitting Electronic Files:
Depending on the instructions, assignments will be either emailed to or submitted through SafeAssign on Blackboard. All electronic files must be submitted in .doc or .pdf format. If you do not have Microsoft Word, you can download Open Office Writer for free at This will allow you to open the instruction files, make changes and save in .doc or .pdf. Please name your file in the using the following convention: Assignmentname_Yourname.doc. Thus, if my name where Khalid Odunde and I was submitting the “Paper 1” assignment, I would rename the
“Paper1.doc” file as
“Paper1_ KhalidOdunde.docx”
Files in .docx, .wpd, .xyz, and other formats and/or without the proper naming convention (or at least a reasonable attempt) will be returned to thestudent and additional handling charges (lost points) may apply.
Papers: (25%)
Students will be required to hand in two (2) short papers throughout the course of the semester, each worth 5% for a total of 10% of the total grade. The short papers will be assigned periodically and will cover various topics discussed in class as well as assigned course readings. (Paper guidelines will be distributed prior to the first paper’s due date).
The final paper will be an Opinion Editorial (Op-Ed) and be worth 15%. (Paper guidelines will be distributed prior to the due date).
Quizzes: (15%)
There will be 9 (nine) quizzes given to ensure that the students are doing the readings.The lowest quiz grade will be dropped at the end of the course. Because the lowest quiz will be dropped, there will be no make-up for missed quizzes. In the event that I believe that the assigned readings are not being/have not been done I will give pop quizzes. The point value will be determined once the decision is made to give a quiz.
Test 1 and Test 2: (15% and 20% respectively)
The Test 1 and Test 2 examinations will be in class exams that will cover selected information and consist of fill-in-the-blank, short answer and multiple-choice questions. Students should be prepared to answer questions on a variety of topics covered over the course of the semester.
Course Grade Consists of the Following Components, Weighted As Follows:
Attendance & Class Participation15%
Quizzes (9)15%
Papers (3)25%
Group Assignment10%
Test 115%
Test 2 20%
Total100%
Drew Brown (Fall 2013) AAS 0857-001. Sport and Leisure in American Society
p. 1 of 11
Grading Scale:
A: 100-92
A-: 92-90
B+: 89-88
B: 87-82
B-: 81-80
C+: 79-78
C: 77-72
C-: 71-70
D+: 69-68
D: 67-62
D-: 61-60
F: 59 and below
Drew Brown (Fall 2013) AAS 2100-02. African Americans in Sports Syllabus
p. 1 of 11
Communication
1. Blackboard: Much of the information for this course will be posted electronically on Blackboard and/or sent via email. When you sign on to TU Portal, you will see this course listed under your course list; you can click on it to access the syllabus and other materials posted under “course documents,”, “Assignments,” or other categories.
2. Email: Please use your Temple University email account for all correspondence in this course.
Disability Statement: This course is open to all students who meet the academic requirements for participation. Any student who has a need for accommodation based on the impact of a disability should contact the instructor privately to discuss the specific situation as soon as possible. Contact Disability Resources and Services at 215.204.1280 in 100 Ritter Annex to coordinate reasonable accommodations for students with documented disabilities.
Statement on Academic Freedom: Freedom to teach and freedom to learn are inseparable facets of academic freedom. The University has adopted a policy on Student and Faculty Academic Rights and Responsibilities (Policy # 03.70.02) which can be accessed through the following link:
Course Policies:
This class meets for approximately 3 hours a week. Students should expect to put a minimum of 6 hours of work per week doing the following: (Reading texts, summarizing texts, outlining major points, understanding perspectives, researching concepts or historical moments that they are unfamiliar with, outlining texts, articles, and notes.)
No predetermined “grade curve” will be applied to quizzes, exams, essays, oral presentations, or the final grade. Your grade will depend upon your own individual effort and performance. I cannot make you study, I cannot do the work for you, but I will be able to tell easily if you did or did not do your work.
Recording devices, iPod/MP3 players, and the use of cell phones are not permitted during class meetings. Please make sure that your cell phone, iPhone, Blackberry, Droid etc. is silent during class time. Please refrain from texting during class time. Do not allow cell phones to interrupt class lectures, discussions, or the concentration of your peers. Unauthorized recordings of class meetings will be dealt with in the same manner as cheating or plagiarism. If I see you texting on your cell phone, I will ask you to leave class and that will result in a zero for class participation.
Computers/ IPads: They may be used only to take notes only. They will NOT be available or used for any tests or quizzes.
Policy on Academic Honesty: Temple University Policy
Temple University believes strongly in academic honesty and integrity. Plagiarism and academic cheating are, therefore, prohibited.
Plagiarism is the unacknowledged use of another person's labor, another person's ideas, another person's words, and/or another person's assistance. Normally, all work done for courses—papers, examinations, homework exercises, laboratory reports, oral presentations—are expected to be the individual effort of the student presenting the work. Any assistance must be reported to the instructor. If the work has entailed consulting other resources—journals, books, or other media—these resources must be cited in a manner appropriate to the course. It is the instructor's responsibility to indicate the appropriate manner of citation. Everything used from other sources—suggestions for organization of ideas, ideas themselves, or actual language—must be cited. Failure to cite borrowed material constitutes plagiarism. Undocumented use of materials from the World Wide Web is plagiarism.
Academic cheating is, generally, the thwarting or breaking of the general rules of academic work or the specific rules of the individual courses. It includes falsifying data; submitting, without the instructor's approval, work in one course, which was done for another; helping others to plagiarize or cheat from one's own or another's work; or actually doing the work of another person.
Students must assume that all graded assignments, quizzes, and tests are to be completed individually unless otherwise noted in writing in this syllabus. I reserve the right to refer any cases of suspected plagiarism or cheating to the University Disciplinary Committee; I also reserve the right to assign a grade of "F" for the given paper, quiz or exam.
Controversial Subject Matter:
In this class we will be discussing subject matter that some students may consider controversial. Some students may find some of the films, readings and/or comments in class very challenging. Our purpose in this class is to explore this subject matter deeply and consider multiple perspectives and arguments. Students are expected to listen to the instructor and to one another respectfully, but of course are free to disagree, respectfully, with views expressed in class or in readings. You grades will by no means be penalized or rewarded if you agree or disagree with anyone’s opinion even mine. However, it will depend on your ability to substantiate and support your claims.
Statement of Principles
1 Faculty are entitled to freedom in the classroom in discussing their subjects, but they should be careful not to introduce into their teaching controversial (or other) matter which has no relation to their subject. The faculty member is responsible, however, for maintaining academic standards in the presentation of course materials.
2. As members of the academic community, students should be encouraged to develop the capacity for critical judgment and to engage in a sustained and independent search for the truth.
3. Faculty members in the classroom and in conference should encourage free discussion, inquiry and expression. Student performance should be evaluated solely on an academic basis, not on opinions or conduct in matters unrelated to academic standards.
4. Students should be free to take reasoned exception to the information or views offered in any course of study and to reserve judgment about matters of opinion, but students are responsible for learning the content of the course of study in which they are enrolled. The validity of academic ideas, theories, arguments and views should be measured against the relevant academic standards.
5. Students should have protection through orderly grievance procedures against prejudiced or capricious evaluations that are not intellectually relevant to the subject matter under consideration. At the same time, students are responsible for complying with the standards of academic performance established for each course in which they are enrolled.
Class Schedule
(Tentative and subject to change)
Date: / Class topics / Reading due on this day: / AssignmentsWeek 1
Aug 26 / Syllabus
Introduction to African Americans in Sports pt. 1 / What do sports mean?
Key terms (Handout)
Aug 28 / Introduction to African Americans in Sports part 2 / Jay Coakley “Sports in Society” (BB) p.281-299, 309
Aug 30 / The Origins of Black Recreation / Holland p. 9-30 (BB)
Week 2
Sept 2 / Labor Day Break—No Class
Sept 4 / Black Recreation Before Slavery / Holland p. 35-60 (BB) / Quiz 1
Sept 6 / Racial Oppression
Capitalism / Paulo Freire-“Pedagogy of the Oppressed” (BB)
Week 3
Sept 9 / Early African-Americans in Sports (Slave games, Horse Jockeys)
Paper 1 Instructions / Rhoden, p. 35-61
Sept 11 / Early African-Americans in Sports (Slave games, Horse Jockeys) / Rhoden, p. 63-97 / Quiz 2
Sept 13 / Jack Johnson v. Joe Louis / Watch movie, Unforgivable Blackness (BB)
Week 4
Sept 16 / Boxing: Jack Johnson, Joe Louis
Sept 18 / Negro Leagues and 42 / Rhoden, p. 99-125 / Quiz 3
Sept 20 / The integration of pro football
Fritz Pollard, Kenny Washington, Woody Strode / Handout: “The Black Pioneers of NFL Desegregation” (BB)
Week 5
Sept 23 / The integration of Pro Baseball
Jackie Robinson, Larry Doby, Satchel page
Paper 2 Instructions / Wiggins, p. 207-215Movie HW-assignment: The Express: The Ernie Davis Story / Paper 1: *Due
Sept 25 / Integration of College Athletics
Sam Cunningham & “Bear” / Rhoden, p. 127-144 / Quiz 4
Sept 27 / College Football Integration / Handout: “The Great Football Migration” (BB)
Week 6
Sept 30 / Civil Rights era in Sports / TBA
Oct 2 / Watch 1968 Olympics Documentary / Quiz 5
Oct 4 / Tommie Smith, John Carlos
Watch Democracy Now: John Carlos and David Zirin
Week 7
Oct 7 / Group Presentations part 1
Oct 9 / Group Presentations part 2
Oct 11 / Group Presentations part 3
Week 8
Oct 14 / Group Presentations part 4
Oct 16 / Muhammad Ali / TBA
Oct 18 / Midterm Review
Week 9
Oct 21 / ** TEST 1 **
Oct 23 / White/Male Privilege / (BB) Handout: Macintosh/Sports
Oct 25 / Black Aesthetics in Sports
Style: “Blackness” of Athletes / Rhoden, p. 147-170
Week 10
Oct 28 / The commodification of African American Athletes
Craig Hodges, Mahmoud Abdul-Rauf
Final Paper Instructions / Rhoden, p. 237-245
Lewis p. 80-81 / Paper 2: *Due
Oct 30 / The Michael Jordan marketing model, Capitalism in sports / Rhoden, p. 197-217
(BB) Handout: Dyson on Jordan / Quiz 6
Nov 1 / The Owners and The Owned (Plantation)
The Rooney Rule / Rhoden, p. 247-261
Week 11
Nov 4 / The Black Brut: No intelligence; all athleticism
Black QB
Stacking / Thabiti Lewis p. 124-141
Nov 6 / The making of men / Thabiti Lewisp. 203-237 / Quiz 7
Nov 8 / Cont. Black Men in Sports / Find & Watch Movie,Any Given Sunday
Week 12
Nov 11 / Black Women in Sports
Title IX / Rhoden, p. 219-230
Nov 13 / Cont… Black Women in Sports / Thabiti Lewis p. 118-124 / Quiz 8
Nov 15 / Sexuality
Jason Collins, ShyerlSwoopes / Articles (TBA)
Week 13
Nov 18 / Present effects of Sports on African American community
Effects on American Society / Rhoden 171-195
Nov 20 / Watch: Journey of African American Athletes / Quiz 9
Nov 22 / Colorism in sports
Hopkins Vs. McNabb,
Rose Vs. Hill
Tiger Woods, Black Griffin / Articles (TBA)
Week 14
Nov 25 / The current state of African American athletes
Characteristics of star athletes / (BB) Handout: Wiggins, p. 423-441 / FinalPaper *Due
Nov 27 / The future of African Americans in Sports / Handout (BB): The Delusion of Grandeur
Thanksgiving Break
Week 15
Dec 2 / Final Review
Class closing remarks and discussion
Dec 4 / ** TEST 2 **
LAST DAY TO DROP A COURSE: MONDAY, SEPTEMBER 9TH