Clark Atlanta University

Marriage & The Family

 

Dr. A. Simon

 

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Summary/Analysis Assignment #2

&  Position Paper Group 4

Now Posted!

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announcements

 

 

 

Summary/Analysis Assignment #2

Movie Week     N-Secure

 

After reviewing the following information, and in conjunction with the Movie “N-Secure”, please answer the questions in order by number. DO NOT REPEAT THE QUESTIONS.

 

Click here to view the video of woman involved in domestic violence live on tape

http://www.nydailynews.com/sports/football/ravens-rice-drags-fiance-casino-elevator-article-1.1619650

 

https://www.youtube.com/watch?v=2u251Gilo7A

 

 

Click here to access the powerpoint document on Domestic Violence

D:\domestic violence presentation for family.pdf

 

http://www.examiner.com/article/10-early-warning-signs-identifying-the-future-abuser

 

 

1.   Discuss your understanding of the “law” as it relates to Domestic Violence ( as discussed in the presentation).  Is the law just, thorough, should it be altered?  Explain in detail.

 

2.  Explain your thoughts on the domestic violence statistics (as discussed in the presentation).  Specifically address your thoughts on the stats related to college students.

 

3.  From your campus experiences, how prevalent is the domestic violence issue at CAU? Explain in detail.

 

4.  Discuss your thoughts on the concept of “date rape” and explain what you have been ltaught concerning party/club/house party do’s and don’ts.  Explain the “rules” and how you learned of them.

 

5.  Discuss your overall thoughts and impressions of the movie N-Secure, from the standpoint of intimate partner violence.

 

6.  Why do you think abused persons stay in violent relationships despite all the information on domestic violence today?  Explain in detail.

 

7.  Discuss, in detail, your thoughts on the woman in video being abused while son films?

 

8.  As illustrated in the movie N-Secure, discuss the subtleties of “control” and “insecurity” as related to relationship scenes in the movie.

 

Due Tuesday, April 8TH

during your class period

·  Complete paper must be “at least” 2 complete minimum typed

·  Single spaced, 1 inch margins, 12 font, STAPLED

·  Answer each question by number and bullet point, just as listed above.  DO NOT REPEAT THE QUESTIONS.

·  Late = 0

·   TECHNICAL DIFFICULTIES ARE NO EXCUSE FOR MISSED WORK!

 

PREPARE, PRINT AND PROOF EARLY!

 

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Position Paper Group 4

Homewrecker Fee;  If you wreck a home, should you be liable for damages?

 

This is an actual case which was recently settled

http://www.examiner.com/article/betrayed-wife-sues-her-husband-s-mistress-for-9-million-and-wins-you-can-too-part-1

 

Side A:  Yes, if you interfere with a marital union, you should be held financially liable.  There are countless consequences of destroying a marriage including:   financial costs of divorce, emotional distress of the non-cheating spouse, STD endangerment and emotional/psychological costs to the children.   As a result of the damage done by “homewrecking” the person interfering with the marriage can and should be civilly liable.  This new ruling should help curtail cheating by causing homewreckers to think twice before interfering in a legal marital union.

 

Side B:  No, the person who took the vows and breaks them should be the sole person responsible for the destruction of their marriage.  The person who signed the marital “contract”/license is the one who bears the responsibility for maintaining their marriage and family unit.  The other person did not say “I do”, therefore they should not be held civilly liable for the destruction of the marriage or the consequences of divorce as a result of their involvement.  This ruling will only cause people to try new levels of deceit to hide their cheating.

 

 

DUE Thursday, April 10th

 (during your class period)

 

INSTRUCTIONS & GUIDELINES

 

· Follow the “position paper guideline sheet” exactly for content and style, see the link below to access the guideline sheet which is located further down this webpage. (or you may just scroll down the website)

 

· You will complete “both” Sides A & B!

 

· Remember you must include a copy of your article/articles with your submitted position paper.

 

· LATE = 0 (your paper is “due” at the beginning of your class period)

 

· TECHNICAL DIFFICULTIES ARE NO EXCUSE FOR MISSED WORK!

 

PREPARE, PRINT AND PROOF EARLY!

 

 

 

 

 

 

 

 

 

Description: Description: Description: Description: Description: BD14689_   Syllabus

Description: Description: Description: Description: Description: BD14689_       Semester Schedule

Description: Description: Description: Description: Description: BD14689_         Grade Sheet

Description: Description: Description: Description: Description: BD14689_         Position Paper Guideline Sheet

Description: Description: Description: Description: Description: BD14689_         Student Web Resources

Description: Description: Description: Description: Description: BD14689_       Suggested Reading List

Description: Description: Description: Description: Description: BD14689_     Articles

 

 

 

Syllabus

 

I.    COURSE TITLE:  Marriage and the Family

 

II.   COURSE DESCRIPTION:  Welcome to Marriage and the Family! 

 

III.  REQUIRED TEXT:  Choices in Relationships:  Knox 9th ed.  ISBN:  978-0495091851

 

Specific Course Goals:

&         To gain insight into the historical background of the family structure and its evolution.

&   To understand the effect of gender roles and socialization on the family.

&   To examine sexuality and sexual expression throughout various stages of life.

&   To debate the concept of love and its role in relationships

&         To identify fundamental patterns of parenting and how it has changed over the years

&         To highlight the issue of race and ethnic diversity among families

& To become a more informed about the institution of marriage and all it entails;

& To examine the various phenomena which effect the family, such as divorce, separation, remarriage, stepfamilies, etc.

 

 

 

GENERAL COURSE REQUIREMENTS & GUIDELINES

·        Class attendance is required, roll will be taken each class period and will count toward your final grade

·        Students are strongly encouraged to arrive in class “on time”, lateness will hinder your grade!

·         Students are responsible for signing the roll during the class period, failure to do so will constitute as an absence for the day

HOW TO USE “EMAIL” IN THIS CLASS

·        The purpose of email in this course is primarily to submit work early in the event you will miss class when assignments are due. 

·        If you submit work early via email, you must then submit the “hard copy” immediately following the missed class.  

·        For all other questions, concerns please come to office hours or see the Professor directly before or after class. 

ABOUT WEBCT USE IN THIS CLASS

·        Please be sure to locate the link in WEBCT for EXAM 1, you must take the exam during the designated time.  Missing the exam will constitute a ZERO (0) for the entire exam.  Late = 0 in this class! 

·        Ensure that you select an appropriate place/computer to take your exam.  Be sure that you have reliable internet access and give yourself plenty of time logging in before the exam closes!

·        Technical/WEBCT errors can be dealt with by your professor and will be logged in WEBCT, as all your movements are recorded while in WEBCT.

·        User error = student error due the lack of following directions/guidelines/instructions,  will be the responsibility of the student, not the system.   So pay attention, read the pre-exam instructions on the opening exam window.

·        This is NOT A “GROUP” EXAM!  You know what that means! 

MISSED ASSIGNMENT INFORMATION

·        All assignments and tasks are announced during the first 5 minutes of class and are posted on the website for this course (this website).

·        Late = 0 on all missed tasks, assignments, exams

·         Work may only be submitted after the due date and time accompanied by the official excuse (document) issued by the cau office of student affairs.   If they do not issue an excuse, your absence will “not” be excused!

·         All official excuses must be submitted with your missed work within one week of the excused absence.  All excused absence work must be submitted before the last day of class for the semester to be considered.

ASSIGNMENT GUIDELINES

·        Please follow the guidelines for all tasks carefully.  Guidelines/instructions are always listed clearly on this website at the time of the assignment/exam.  Read carefully to avoid needless errors!

·        Assignments are due during the first 15 minutes of your class period!  No exceptions!    Late = 0

·        All assignments must be submitted according to the following: typed, 1 inch margins, single spaced, 2 pg minimum, 12 font, must be stapled!

·        No handwritten work will be accepted

·        Please do not leave work under the office door or with the department, such work will constitute a zero.  Please adhere to the instructions below regarding emailing your work in the event of an absence. 

·        All emailed work must be sent before the due date and time of your class period.  A HARD COPY MUST BE SUBMITTED THE CLASS PERIOD FOLLOWING THE ABSENCE IN ADDITION TO THE EMAILED ASSIGNMENT SENT PRIOR TO THE CLASS PERIOD!       Late =0

·        PREPARE, PROOF AND PRINT ALL ASSIGNMENTS EARLY AS TECHNICAL DIFFICULTIES ARE “NEVER” AN EXCUSE FOR MISSED WORK!!!!!!!!!!!

·          

 

 

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Semester Schedule

 

Spring 2014– Marriage & Family

 

This schedule serves as a semester guide, however chapters and due dates are subject to change.  Any changes in the schedule will be issued with advanced notice in class.

 

THE FAMILY -  CAU Semester Schedule – SPRING 2014

 

 

MONTH

DATE

Event

 

Week 1

 

 

 

 

January

Wed  15

 

Thur 16

Class Orientation

 

Fri     17

 

 

Week 2

Mon  20

Dr. Martin Luther King Holiday

NO CLASSES ON MONDAY

 

Tues  21

Syllabus and Class Overview

 

Wed  22

 

 

Thur  23

 

 

 

Fri     24

Black American Experience / Diaspora

 

Week 3

Mon   27

 

Tues   28

Diaspora

 

Wed   29

 

Thur  30

 

Fri      31

Chapter 1 - Changes and Choices

 

Week 4

Mon   3

 

 

February

Tues   4

Chapter 2- Gender Roles

Position Paper Group 1 DUE

 

Wed   5

 

Thur   6

 

Fri      7

 

Week 5

Mon   10

Chapter 3 - Love in Relationships

 

Tues   11

Summary/Analysis # 1 due

 

Wed   12

 

 

Thur   13

 

Fri      14

 

Week 6

Mon   17

 

Tues  18

Position Paper Group 2 ISSUED

 

Wed   19

 

Thur  20

 

Fri      21

Chapter 9 - Sexuality and Sexual Expression 

Week 7

Mon   24

 

 

Tues 25

Sexuality cont.

Position Paper Group 2 DUE

 

Wed   26

 

Thur   27

 

Fri      28

 

Week 8

Mon   3

 

 

March

Tues   4

TBA

 

Wed   5

 

Thur   6

WEBCT Exam 1

 

Fri      7

 

 

Week 9

Mon   10

SPRING BREAK WEEK

NO CLASSES

 

Tues   11

 

Wed   12

 

 

Thur   13

 

Fri      14

 

Week 10

Mon   17

 

Tues  18

 

Chapter 4 - Dating and Cohabitation

Chapter 5 - Mate Selection

 

 

Position Paper Group 3 ISSUED

 

Wed   19

 

 

Thur   20

CONVOCATION – GO TO CONVOCATION

 

Fri      21

 

Week 11

Mon   24

Chapter 10 - Planning Children and Contraception

 

Tues   25

Position Paper Group 3 DUE

 

Position Paper Group 4 ISSUED

 

 

 

 

Wed  26

 

Thur   27

 

Fri      28

GOOD FRIDAY - NO CLASS

 

Week 12

Mon  31

Chapter 8 - Communication in Relationships

 

April

Tues   1

Position Paper Group 4 DUE

 

Wed   2

 

 

 

Thur   3

WEBCT EXAM 2

 

Fri      4

 

Week 13

Mon   7

Domestic Violence Week

 

Tues   8

MOVIE WEEK

 

Wed   9

 

Thur   10

Final Project is Due

 

Fri      11

SUMMARY/ANALYSIS 2 ISSUED

 

Week 14

Mon   14

Summary/Analysis #2 DUE

 

Tues   15

 

Wed   16

 

 

Thur   17

 

Fri      18

 

Week 15

Mon 21

Health

Money

 

Tues 22

 

Wed  23

Thur 24

Fri  25

WEBCT Exam 3

 

 

 

 

 

 

Week 16

Mon  28

Tues 29

Wed  30

TALLY DAY – BRING ALL PAPERS/SCORES

 

 

LAST DAY OF CLASSES

 

 

 

May

 

Final Exam Week

 

E

 

 

 

 

·        This schedule serves as a semester guide, however chapters and due dates are subject to change.  Any changes in the schedule will be issued with advanced notice in class.

 

 

 

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Grade Sheet

 

Requirement                                      Total Possible Pts.            Points Received

Summary/Analysis Assignment 1      100                                                   

Summary/Analysis Assignment 1      100

Position Paper                                              200                                                   

Exam 1                                                             100

Exam 2                                                             100

Exam 3                                                             100

Final Project                                                  200                                                                                                                                                                             

Discretionary/Attendance                    100                                                   

                                                                            

 

 

            Total  Possible Earned Points = 1000 

(plus any  earned  extra credit  points)

 

900-1000 = a

800-899 = b

700-799 = c

600-699 = d

599 and below = f

 

 

 

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Position Paper Guidelines

 

Position Paper Guidelines

 

Name

Class Day /Time

Date of Scheduled Position Paper

 

·         Note:  You will complete the following process for both Sides A & B of the assigned topic.  The finished product will be a total of 2 pages, one page for Side A and one page for Side B.  Your complete Position Paper assignment when typed in Word will be at least 2 complete pages in length.

·         Your paper should look “EXACTLY” as it appears in the format below, including the letters to separate each section and the space between each section.

·         You must “attach” your articles/sources to your completed Position Paper.

 

A.  Assigned Topic Title

 

B.  State the topic for the position.

 

C.  Name and Citation of your main source of research/information.  (who is the author?  Cite the book/article in which you located your scholarly information.)  Please copy and paste the link/links to your articles/excerpts used to inform your positions.

 

D.  Explain the problem (detailed statement of the problem) from the perspective of the assigned position and your selected research. (at least 1 paragraph)

 

E.  Points of fact or qualitative anecdotal evidence to support the assigned position.  (cite at least 3 points and include the citation for each point)

                 

·         Point 1 & any other supporting information or explanation of the point  (1 paragraph in addition to the stated point)      

·         Point 2 & any other supporting information or explanation of the point  (1 paragraph in addition to the stated point)

·         Point 3 & any other supporting information or explanation of the point  (1 paragraph in addition to the stated point) 

 

           

Please be mindful of the following when completing your position paper:

1.  Your position paper must follow the above format.  Please alphabetize your answers to correspond with the questions above.

2.  Please utilize 1 inch margins, 12 font and single line spacing.

3.  All assignments must be a minimum of 2 complete pages typed.  No handwritten work will be accepted.

4.  Technical Difficulties Are Never An Excuse For Missed Assignments! 

Late = 0

5.  You must turn in your position paper on the assigned date.   Failure to turn in your Position Paper on the assigned date will result in a Zero for the entire 300pts.  No Exceptions!

6.  All assignments must be stapled.  Neatness is a factor in the grade process.  YOU MUST SUBMIT YOUR ARTICLES/SOURCES WITH YOUR POSITION PAPER AT THE DUE DATE AND TIME!

7.  Further details, such as due date and the specific readings, will be given on the class website, unless otherwise specified by the professor.

 

 

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Web Resources

 

Description: Description: Description: Description: Description: BD14689_    Peachnet/Galileo Online Library

Description: Description: Description: Description: Description: BD14689_    Virtual Library (very important  website for all majors)

Description: Description: Description: Description: Description: BD14689_    CNN Online

Description: Description: Description: Description: Description: BD14689_    C.E.O. Express

Description: Description: Description: Description: Description: BD14689_    Internet Public Library

 

 

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Articles

 

Description: Description: Description: Description: Description: cycle

 

 

Description: Description: Description: Description: Description: male anatomy

 

 

Description: Description: Description: Description: Description: fertilization

 

 

State Laws on Age Requirements and Sex

State

Age of Consent

Minimum age of victim (age below which a person is not legally allowed to have sex)

Age differential between the victim and defendant (if the difference between the two ages is greater than this number then sex would not be legally allowed)

Alabama

16

12

2

Alaska

16

N/A

3

Arizona

18

15

2 (defendant must be in high school and less than 19)

Arkansas

16

N/A

3 (if victim is less than 14)

California

18

18

N/A

Colorado

17

N/A

4 (if victim is less than 15), 10 (if victim is less than 17)

Connecticut

16

N/A

2

Delaware

18

16

N/A

District of Columbia

16

N/A

2

Florida

18

16

N/A

Georgia

16

16

N/A

Hawaii

16

14

5

Idaho

18

18

N/A

Illinois

17

17

N/A

Indiana

16

14

N/A

Iowa

16

14

4

Kansas

16

16

N/A

Kentucky

16

16

N/A

Louisiana

17

13

3 (if victim is less than 15), 2 (if victim is less than 17)

Maine

16

14

5

Maryland

16

N/A

4

Massachusetts

16

16

N/A

Michigan

16

16

N/A

Minnesota

16

N/A

3 (if victim is less than 13), 2 (if victim is less than 16)

Mississippi

16

N/A

2 (if the victim is less than 14), 3 (if the victim is less than 16)

Missouri

17

14

N/A

Montana

16

16

N/A

Nebraska

16

16

N/A

Nevada

16

16

N/A

New Hampshire

16

16

N/A

New Jersey

16

13

4

New Mexico

16

13

4

New York

17

17

N/A

North Carolina

16

N/A

4

North Dakota

18

15

N/A

Ohio

16

13

N/A

Oklahoma

16

14

N/A

Oregon

18

15

3

Pennsylvania

16

13

4

Rhode Island

16

14

N/A

South Carolina

16

14

Illegal if victim is 14 to 16 and defendant is older than victim

South Dakota

16

10

3

Tennessee

18

13

4

Texas

17

14

3

Utah

18

16

10

Vermont

16

16

N/A

Virginia

18

15

N/A

Washington

16

N/A

2 (if victim is less than 12), 3 (if victim is less than 14), 4 (if victim is less than 16)

West Virginia

16

N/A

4 (if victim is less than 11)

Wisconsin

18

18

N/A

Wyoming

16

N/A

4

Note: some states have marital exemptions. This table assumes that the two parties are not married to each other.

Source: U.S. Department of Health and Human Services, Statutory Rape: A Guide to State Laws and Reporting Requirements, 2004.

 

 

 

Description: Description: Description: Description: Description: STD sheet

 

 

Opening Letter of the Willie Lynch Papers


The following is the actual speech delivered by William Lynch on the banks of the James River in 1712. Although the message of his speech prescribes psychological manipulation over physical intimidation, word of his methodology spread so popularly among slave owners that the term "Lynch Mob" was coined to describe the murderous crowds that would hunt and hang slaves who attempted to escape their perilous fate.


    Gentlemen, I greet you here on the banks of the James River in the year of our Lord one thousand seven hundred and twelve.  First, I shall thank you, the gentlemen of the Colony of Virginia for bringing me here.  I am here to help you solve some of your problems with slaves.  Your invitation reached me on my modest plantation in the West Indies where I have experimented with some of the newest and still the oldest methods for control of slaves.  Ancient Rome would envy us if my program is implemented.  As our boat sailed south on the James River, named for our Illustrious King, whose version of the Bible I cherish.  I saw enough to know that your problem is not unique.  While Rome used cords of wood as crosses for standing human bodies along it's old highways in great numbers, you are here using the tree and the rope on occasion.

    I caught the whiff of a dead slave hanging from a tree a couple of miles back.  You are not only losing valuable stock by hangings, you are having uprisings, slaves are running away, your crops are sometimes left in the fields too long for maximum profit, you suffer occasional fires, your animals are killed.  Gentlemen, you know what your problems are; I do not need to elaborate.  I am not here to enumerate your problems; however, I am here to introduce you to a method of solving them.  In my bag here, I have a foolproof method for controlling your Black slaves.  I guarantee everyone of you that if installed correctly, it will control the slaves for at least three hundred years.  My method is simple.  Any member of your family or your overseer can use it.

    I have outlined a number of differences among the slaves, and I take these differences and make them bigger.  I use fear, distrust, and envy for control purposes.  These methods have worked on my modest plantation in the West Indies and it will work throughout the South.  Take this simple list  of differences, and think about them.  On top of my list is "Age" but it is there only because it starts with an "A"; the second is "Color" or shade, there is intelligence, size, sex, size plantations, status on plantation, attitude of owners, whether the slaves live in the valley, on the hill, East, West, North, South, have fine hair, course hair, or is tall or short.  Now that you have a list of differences, I shall give you an outline of action - but before that I shall assure you that distrust is stronger than trust, and envy is stronger than adulation, respect or admiration.

    The Black slave after receiving this indoctrination shall carry on and will become self refueling and self generating for hundreds of years, maybe thousands.

    Don't forget you must pitch the old Black male vs. the young Black male, and the young Black male against the old Black male.  You must use the dark skin slaves vs. the light skin slaves and the light skin slaves vs. the dark skin slaves.  You must us the female vs. the male, the male vs. the female.  You must also have your white servants and overseers distrust all Blacks, but it is necessary that your slaves trust and depend on us.  They must love, respect and trust only us.

    Gentlemen, these kits are your keys to control.  Use them.  Have your wives and children use them, never miss and opportunity.  If used intensively for one year, the slaves themselves will remain perpetually distrustful.  Thank you, gentlemen.

 

The Frederick Douglas Response to the Willie Lynch Doctrine

"The following treatise, to the knowledgeable, will be the missing link that has been sought to explain how we were put into the condition that we find ourselves in today. It confirms the fact that the slave holder tried to leave nothing to chance when it came to his property; his slaves. It demonstrates, how out of necessity, the slave holder had to derive a system for perpetuating his cash crop, the slave, while at the same time insulating himself from retribution by his unique property.

A careful analysis of the following "handbook" will hopefully change the ignorant among our people who say "Why study slavery ?" Those narrow minded people will be shown that the condition of our people today is due to a scientific and psychological blue print for the perpetuation of the mental condition that allowed slavery to flourish. The slaveholder was keenly aware of the breeding principles of his livestock and the following treatise demonstrates that he thoroughly used those principles on his human live stock as well, the African Slave, and added a debilitating psychological component as well.

It was the interest and business of slaveholders to study human nature, and the slave nature in particular, with a view to practical results, and many of them attained astonishing proficiency in this direction. They had to deal not with earth, wood, and stone, but with men, and by every regard they had, for their own safety and prosperity, the need to know the material on which they were to work.

Conscious of the injustice and wrong they were every hour perpetuating and knowing what they themselves would do if they were the victims of such wrongs. They were constantly looking for the first signs of the dreaded retribution. They watched, therefore, with skilled and practiced eyes, and learned to read, with great accuracy, the state of mind and heart of the slave, through his stable face. Unusual sobriety, apparent abstraction, sullenness, and indifference, indeed any mood out of the common way afforded ground for suspicion and inquiry. Let's Make A Slave" is a study of the scientific process of man breaking and slave making. It describes the rationale and results of the Anglo Saxon's ideas and methods of insuring the master/slave relationship."

Frederick Douglas

 

Full Text of The Willie Lynch Writings "Let's Make A Slave"

by The Black Arcade Liberation Library ;1970 (Recompiled and reedited by Kenneth T. Spann.)

 

"LET'S MAKE A SLAVE" by Willie Lynch The Origin and Development of a Social Being Called "The Negro"

Let us make a slave. What do we need? First of all we need a black nigger man, a pregnant nigger woman and her baby nigger boy. Second, we will use the same basic principle that we use in breaking a horse, combined with some more sustaining factors. We reduce them from their natural state in nature; whereas nature provides them with the natural capacity to take care of their needs and the needs of their offspring, we break that natural string of independence from them and thereby create a dependency state so that we maybe able to get from them useful production for our business and pleasure.

CARDINAL PRINCIPLES FOR MAKING A NEGRO For fear that our future generations may not understand the principles of breaking both horses and men, we lay down the art. For, if we are to sustain our basic economy we must break both of the beasts together, the nigger and the horse. We understand that short range planning in economics results in periodic economic chaos, so that, to avoid turmoil in the economy, it requires us to have breadth and depth in long range comprehensive planning, articulating both skill and sharp perception. We lay down the following principles for long range comprehensive economic planning:

1) Both horse and niggers are no good to the economy in the wild or natural state. 2) Both must be broken and tied together for orderly production. 3) For orderly futures, special and particular attention must be paid to the female and the youngest offspring. 4) Both must be crossbred to produce a variety and division of labor. 5) Both must be taught to respond to a peculiar new language. 6) Psychological and physical instruction of containment must be created for both

We hold the above six cardinals as truths to be self-evident, based upon the following discourse concerning the economics of breaking and tying the horse and nigger together...all inclusive of the six principles laid down above.

NOTE: Neither principles alone will suffice for good economics. All principles must be employed for the orderly good of the nation. Accordingly, both a wild horse and a wild or natural nigger is dangerous even if captured, for they will have the tendency to seek their customary freedom, and, in doing so, might kill you in your sleep. You cannot rest. They sleep while you are awake and are awake while you are asleep.

They are dangerous near the family house and it requires too much labor to watch them away from the house. Above all you cannot get them to work in this natural state. Hence, both the horse and the nigger must be broken, that is break them from one form of mental life to another, keep the body and take the mind. In other words, break the will to resist.

Now the breaking process is the same for the horse and the nigger, only slightly varying in degrees. But as we said before, You must keep your eye focused on the female and the offspring of the horse and the nigger. A brief discourse in offspring development will shed light on the key to sound economic principles. Pay little attention to the generation of original breaking but concentrate on future generations.

Therefore, if you break the female, she will break the offspring in its early years of development and, when the offspring is old enough to work, she will deliver it up to you. For her normal female protective tendencies will have been lost in the original breaking process. For example, take the case of the wild stud horse, a female horse and an already infant horse and compare the breaking process with two captured nigger males in their natural state, a pregnant nigger woman with her infant offspring.

Take the stud horse, break him for limited containment. Completely break the female horse until she becomes very gentle whereas you or anybody can ride her in comfort. Breed the mare and the stud until you have the desired offspring. Then you can turn the stud to freedom until you need him again. Train the female horse whereby she will eat out of your hand, and she will train the infant horse to eat out of your hand also.

When it comes to breaking the uncivilized nigger, use the same process, but vary the degree and step up the pressure so as to do a complete reversal of the mind. Take the meanest and most restless nigger, strip him of his clothes in front of the remaining male niggers, the female, and the nigger infant, tar and feather him, tie each leg to a different horse faced in opposite directions, set him afire and beat both horses to pull him apart in front of the remaining niggers.

The next step is to take a bullwhip and beat the remaining nigger male to the point of death in front of the female and the infant. Don't kill him. But put the fear of God in him, for he can be useful for future breeding.

THE BREAKING PROCESS OF THE AFRICAN WOMAN

Take the female and run a series of tests on her to see if she will submit to your desires willingly. Test her in every way, because she is the most important factor for good economics. If she shows any signs of resistance in submitting completely to your will, do not hesitate to use the bull whip on her to extract that last bit of bitch out of her. Take care not to kill her, for in doing so, you spoil good economics. When in complete submission, she will train her offspring in the early years to submit to labor when they become of age. Understanding is the best thing.

Therefore, we shall go deeper into this area of the subject matter concerning what we have produced here in this breaking of the female nigger. We have reversed the relationships. In her natural uncivilized state she would have a strong dependency on the uncivilized nigger male, and she would have a limited protective dependency toward her independent male offspring and would raise female offspring to be dependent like her.

Nature had provided for this type of balance. We reversed nature by burning and pulling one civilized nigger apart and bull whipping the other to the point of death--all in her presence. By her being left alone, unprotected, with the male image destroyed, the ordeal caused her to move from her psychological dependent state to a frozen independent state.

In this frozen psychological state of independence she will raise her male and female offspring in reversed roles. For fear of the young male's life she will psychologically train him to be mentally weak and dependent but physically strong. Because she has become psychologically independent, she will train her female offspring to be psychological independent as well. What have you got? You've got the nigger woman out front and the nigger man behind and scared. This is a perfect situation for sound sleep and economics.

Before the breaking process, we had to be alert and on guard at all times. Now we can sleep soundly, for out of frozen fear, his woman stands guard for us. He cannot get past her early infant slave molding process. He is a good tool, now ready to be tied to the horse at a tender age. By the time a nigger boy reaches the age of sixteen, he is soundly broken in and ready for a long life of sound and efficient work and the reproduction of a unit of good labor force.

Continually, through the breaking of uncivilized savage niggers, by throwing the nigger female savage into a frozen psychological state of independency, by killing the protective male image, and by creating a submissive dependent mind of the nigger male slave, we have created an orbiting cycle that turns on its own axis forever, unless a phenomenon occurs and reshifts the positions of the male and female savages. We show what we mean by example.

We breed two nigger males with two nigger females. Then we take the nigger males away from them and keep them moving and working. Say the nigger female bears a nigger female and the other bears a nigger male. Both nigger females, being without influence of the nigger male image, frozen with an independent psychology, will raise their offspring into reverse positions.

The one with the female offspring will teach her to be like herself, independent and negotiable (we negotiate with her, through her, by her, and negotiate her at will) The one with the nigger male offspring, she being frozen with a subconscious fear for his life, will raise him to be mentally dependent and weak, but physically strong...in other words, body over mind. Now, in a few years when these two offspring become fertile for early reproduction, we will mate and breed them and continue the cycle. That is good, sound, and long range comprehensive planning.

WARNING: POSSIBLE INTERLOPING NEGATIVES

Earlier, we talked about the non-economic good of the horse and the nigger in their wild or natural state; we talked out the principle of breaking and tying them together for orderly production, furthermore, we talked about paying particular attention to the female savage and her offspring for orderly future planning; then more recently we stated that, by reversing the positions of the male and the female savages we had created an orbiting cycle that turns on its own axis forever, unless phenomenon occurred, and reshifted the positions of the male and female savages.

Our experts warned us about the possibility of this phenomenon occurring, for they say that the mind has a strong drive to correct and recorrect itself over a period of time if it can touch some substantial original historical base; and they advised us that the best way to deal with this phenomenon is to shave off the brute's mental history and create a multiplicity of phenomenon or illusions so that each illusion will twirl in its own orbit, something akin to floating balls in a vacuum.

This creation of a multiplicity of phenomenon or illusions entails the principles of crossbreeding the nigger and the horse as we stated above, the purpose of which is to create a diversified division of labor. The results of which is the severance of the points of original beginning's for each spherical illusion. Since we feel that the subject matter may get more complicated as we proceed in laying down our economic plan concerning the purpose, reason, and effect of cross-breeding horses and niggers, we shall lay down the following definitional terms for future generations.

1. Orbiting cycle means a thing turning in a given pattern.

2. Axis means upon which or around which a body turns.

3. Phenomenon means something beyond ordinary conception and inspires awe and wonder.

4. Multiplicity means a great number.

5. Sphere means a globe.

6. Cross-breeding a horse means taking a horse and breeding it with an ass and you get a dumb backward ass, longheaded mule that is not reproductive nor productive by itself.

7. Cross-breeding niggers means taking so many drops of good white blood and putting them into as many nigger women as possible, varying the drops by the various tones that you want, and then letting them breed with each other until the circle of colors appear as you desire.

What this means is this: Put the niggers and the horse in the breeding pot, mix some asses and some good white blood and what do you get? You got a multiplicity of colors of ass backwards, unusual niggers, running, tied to backwards ass longheaded mules, the one productive of itself, the other sterile.

(The one constant, the other dying. We keep the nigger constant for we may replace the mule for another tool) both mule and nigger tied to each other, neither knowing where the other came from and neither productive for itself, nor without each other.

CONTROLLED LANGUAGE

Cross-breeding completed, for further severance from their original beginning, we must completely annihilate the mother tongue of both the nigger and the new mule and institute a new language that involves the new life's work of both. You know, language is a peculiar institution. It leads to the heart of a people.

The more a foreigner knows about the language of another country the more he is able to move through all levels of that society. Therefore, if the foreigner is an enemy of the country, to the extent that he knows the body of the language, to that extent is the country vulnerable to attack or invasion of a foreign culture.

For example, you take a slave, if you teach him all about your language, he will know all your secrets, and he is then no more a slave, for you can't fool him any longer and having a fool is one of the basic ingredients of and incidents to the making of the slavery system.

(Courtesy Black Arcade Liberation Library; 1970 --Recompiled and reedited by Kenneth T. Spann)

 

 

 

 

 

STATE OF THE BLACK FAMILY IN AMERICA

FINAL PROJECT

 

Name:  ______________________________________

 

 

Final Project

Analysis of the State of America

 

·      This project is two-fold, you must complete Part 1 -the research (table) and then Part 2 - the analysis of your research.

·      You will complete the statistical demographics by ethnic group for each of the variables listed in the table below this box.

·      You must list the complete “source” for each of your statistical entries in the table.

·      After completing the research and entering your statistics to complete the chart, you will then answer the following questions.  Do not repeat the questions in your answer, simply answer each question separately by number in order as they appear below:

 

 

Part 1

 

Analysis of the State of Black America

 

Black

White

# by population

#

Source: 

#

Source: 

Avg. annual income

#

Source: 

#

Source: 

% in poverty

#

Source: 

#

Source: 

Marital %

#

Source: 

#

Source: 

Divorced %

#

Source: 

#

Source: 

Single female headed household %

#

Source: 

#

Source: 

Never married %

#

Source: 

#

Source: 

% in prison

#

Source: 

#

Source: 

% high school dropout

#

Source: 

#

Source: 

%grad college

#

Source: 

#

Source: 

% own homes

#

Source: 

#

Source: 

% renters

#

Source: 

#

Source: 

% in mass debt

#

Source: 

#

Source: 

% without healthcare

#

Source: 

#

Source: 

Number 1 cause of death

#

Source: 

#

Source: 

% of income spent on disposable goods/services

#

Source: 

#

Source: 

 

 

 

 

 

 

Part 2

 

 

1.  After reviewing the gathered data, explain in detail, what is your overall impression of the current state of Black America?  

 

2.  After analyzing the data, if you had to give America a grade of A to F, what score would you give the “state” of this country and why, explain your grade in detail including the overall reasons for assigning such a grade.

 

3.  According to the outcomes of your analysis, which ethnic group do you think is currently most successful overall, explain your choice in detail, specifically the reasons this group has achieved such success.

 

4.  According to the outcomes of your analysis, which ethnic group do you think is currently least successful overall, explain your choice in detail and specifically the reasons the group needs improvement.

 

5.  According to your analysis, what entities/institutions do you hold responsible for the current state of the Black American Family, and explain in detail why you selected these entities.

 

6.  What was the most disturbing statistic you analyzed in this project and explain its selection?

 

7.  What is the most encouraging statistic you analyzed in this project and explain its selection?

 

8.  What was the most surprising aspect of your research and how did it alter the view you held prior to this project?

 

9.  As a result of your research, select 3 issues you discovered and how you would correct each.  Be sure to include which group it impacts most and the institutions you would hold responsible for the remedy to the problem.

 

10.  What was the most profound thing you learned in the course of this research, explain in detail.

 

 

Due Tuesday, April 9th

 

·    Due during the 1st 15 minutes of your class period    (late = 0)

 

 

·    The table should be printed separately from the analysis/questions.   Please copy and paste the table below into a new Word document (landscape format), to complete your research entries.

 

·    The analysis must be typed, 2 complete pages minimum, single spaced, stapled

 

·    BE SURE THAT ALL YOUR SOURCES ARE COMPLETE AND LEGITIMATE, CENSUS.GOV IS “NOT” A COMPLETE SOURCE AND WILL NOT BE ACCEPTED. 

 

·    SOURCES THAT CANNOT BE VERIFIED OR ARE NOT LEGITIMATE WILL CONSTITUTE FAILURE FOR THE RESEACH COMPONENT OF THIS PROJECT.  IF YOUR RESEARCH IS PLAIGARIZED YOU WILL FAIL THIS ASSIGNMENT!

 

 

 

 

 

 

Back to the top

 

 

 

Suggested Readings

 

Na' im Akbar Chains & Images of Psychological Slavery

              Visions for Black Men 

 

Marimba Ani Let the Circle Be Unbroken

              Yurugu 

 

James Baldwin No Name in the Street

 

Derrick Bell faced at the Bottom of the Well

 

Yosef A. A. ben-Jochannan Africa: Mother of Western Civilization

 

Michael Bradley The Iceman Inheritance

 

Octavia Butler Parable of the Sower

 

Jacob H. Carruthers Essays in Ancient Egyptian Studies

 

Cheikh A. Diop The African Origin of Civilization

                Pre-colonial Black Africa 

 

John H. Franklin The Color Line

 

E. Franklin Frazier Black Bourgeoisie

 

Nathan and Julia Hare Brining the Black Boy to Manhood

 

Drusilla D. Houston Wonderful Ethiopians

 

John G. Jackson Introduction to African Civilization

 

George G. M. James Stolen Legacy

 

Maulana Karenga The Husia

 

Haki Madhubuti Black Men: Obsolete, Single, and Danrterous?

 

J.A. Rogers Sex and Race (Vol. I II C(r III)

 

Sanrika Shakur (aka. Monster Kody Scott) Monster

 

Frances Cress Welsing The Isis Papers

 

Carter G. Woodson The Miseducation of the Nergro

 

Chancellor Williams The Destruction of Black Civilization

 

Bobby E. Wright The Psychopathic Racial Personality