Clark Atlanta University

Marriage & The Family

 

Dr. A. Simon

 

Description: Description: Description: Description: Description: Description: BD14689_

Position Paper Group #4

&

Summary/Analysis Assignment #2

now posted!

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announcements

 

Position Paper Group #4

 “Black Names”; 

Are modern Black names holding our children back?

 

 

 

Side A:  Yes, Modern Black/Ethnic names are hindering our children:  For the past 20 years, Blacks have been selecting creative names for their children.  Many names are hard to spell and are a clear “flag”.  Some argue it is already tough enough for Black children in America, giving them “ghetto” names will cause them further discrimination in the future.  Blacks should not name their children “made up ethnic names”.

 

 

Side B:  No, Blacks are not the only ones who name their children unusual names:  Black parents have every right to name their children whatever they choose.  Society must be forced to end discriminatory practices based on people’s names.  Other ethnic groups have difficult to spell or pronounce names, and it is racist to single out Blacks for “ghetto” or highly creative names. 

 

 

 

DUE by Friday, April 21st

By 11pm CANVAS TIME!

In CANVAS “Assignments”

 

 

 

TECHNICAL DIFFICULTIES ARE N

EVER AN EXCUSE FOR MISSED WORK!

 

 

POSITION PAPER INSTRUCTIONS & GUIDELINES

How to complete & submit: 

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

·       Block and paste the template above into a new WORD document, erase the examples and fill in your answers

·       Complete your assignment in WORD, then paste into CANVAS Assignments.

·       Must utilize 1 inch margins on all sides, 12 font (times new roman or arial) 

·       Paper must be at least 3 complete pages minimum, the article is in “addition” to the 3 pages of the completed Position Paper.

·       Submit in “CANVAS Assignments  copy and paste directly into text box. DO NOT ATTACH!

·       Follow the “position paper guideline sheet” exactly for content and style

Order of Submission and What to include: 

·       3 Items must be submitted/”pasted” in CANVAS assignments in this order: 

o  Side A (1 and ˝ pages minimum)

o  Side B (1 and ˝ pages minimum)

o  Entire/Full (main) article you selected for your research.  Paste the article “below” Side B when submitting in CANVAS.

·       LATE = 0 (your paper is “due” before 11pm on the date listed above; submit much earlier to avoid being locked out at 11pm!  Note:  that means 11pm “CANVAS TIME”)

 

TECHNICAL DIFFICULTIES ARE NEVER AN EXCUSE FOR MISSED WORK!

 

Prepare, Proof and SUBMIT Early!

*******************

 

 

Summary/Analysis Assignment #2

    (for all students)

Southside With You; Implications of Modern Dating Norms

You will review all of the following content, then see the guidelines for completion and submission of this assignment. (instructions located on the last page of this document)

·         Story of Barack and Michelle Obama

https://www.youtube.com/watch?v=RBi3Sc3jSKc

·         Shaharazad Ali video – Black Man’s Guide to Understanding the Black Woman

https://www.youtube.com/watch?v=6tCJbAs0TrY

·         Letters from a Black men (Michael Jai White & Tyrese)

SEE BELOW  FOR BOTH LETTERS

 

 

OPEN LETTER TO EX’ES BY MICHAEL JAI WHITE (ACTOR)

 

Michael Jai White

April 12, 2015· 

APOLOGIES TO ALL MY EX’S!

In all my years as a grown man I knew, without a doubt, that women were different than men and required a gang of emotional attention. I came to the resolution that part of a man’s role was to endure women’s emotional neediness by patronizing them much as you would a child: “Yes, Dear, I’m listening”…even though this is some rhetorical bs. ” Of course I miss you… even though I just saw yo ass a little while ago! “I see you’re calling me”… even though I just F*^#ing talked to you 20 minutes ago! As a man, you have to deal with hand holding, “yes dearing,” and freaking cuddling! I endured this for years until my relationships reached their natural demise due to some natural chemistry flaw between us or the woman’s natural chemical imbalance- Yes I said it! I believed ALL WOMEN WERE CRAZY and the only choice a man had was to decide exactly how much crazy he’s willing to deal with to sustain a relationship. It’s crazy to think I, as a man, would ever want to spend every waking moment with a woman, to be all-up-on each other constantly, to talk endlessly about “every-damned-thing” and see each other “every-damned-day!” I was always the spoiled Alpha Male who didn’t have to try as hard and I dealt out advise to my brethren due to my abundant experience with women. I had Alpha Females, “Dime Pieces” with degrees and plenty of them! I pretty much got every woman I wanted, rich or famous and who could argue with my numbers? On every level, I was “The Man!” Agreed? Well take my numbers, “Dime Pieces,” and vast experience and apply it to what I’m about to say- I WAS WRONG ABOUT WOMEN ALL THESE YEARS! My Ex’s were right!
The interesting thing about every good argument is the shifting percentages of validity on each opposing side, but only one concept will tip the argument past the 51% and expose the unflinching reality of the truth. My new life philosophy is to look forward to being wrong because each time I’m wrong, I learn something that unlocks the door to a concept I struggled to understand. The truth is then revealed and to live in the truth is to live in enlightenment. 
I am now in a relationship that I never knew was even possible. I’m in love with my best friend who I shower with endless affection, talk to all times of the day and miss the moment I leave her side. I now understand what the women of my past desired from me. They INSTINCTIVELY KNEW that love actually looked this way! Everything from the hand holding to countless daily declarations of love were not only a byproduct of the man’s emotions but it was something easily volunteered by the man who’d truly loved them. I simply didn’t love my Ex’s in the capacity their spirits knew organically needed to be loved. I believe woman nowadays have learned to settle for what’s FAMILIAR to love. In turn, the’ve had to decide how much of a man’s love they can live without to sustain a relationship. As we men are natural leaders in providing security, it is women who are the natural leaders in how to love. They are instinctively born with the barometer to feel when love is real. The behaviors they’ve required from men IS the behavior that is true for love. The crazy lesson for men is that YOU’LL NEVER KNOW HOW MUCH OF A MAN YOU CAN BE UNTIL YOU TRULY LOVE SOMEONE BEYOND YOURSELF. I can say that I am now the very best version of myself and that’s due entirely to my relationship. My perspective is clear, my goals are defined, distractions are nonexistent, my business and personal relationships are stronger than ever. I don’t feel like “The Man,” anymore. I feel like A MAN.

 

 

88K Likes2.3K Comments56K Shares

 

 

OPEN STATEMENT ON DATING BY TYRESE GIBSON (SINGER/ACTOR)

 

 

 

Just to think this all started over dinner listening to a group of women tear down what they proudly called "#AintshitMen and said men are all stupid and will sleep with and marry damn near anything? Huh? I just feel the need to send a message to all of these "type" of ladies all races of ladies who just think Dudes are just STUPID??……. WE KNOW the difference in real hair and fake clips on's we know eye lash extensions, we know fake hard titties pointing in 4 directions with your ribs showing in the middle? Why so much separation? We know when you got little chicken legs and it leads to and oversized #fake ass you guys are really starting to go TOO FAR with manufactured beauty – fake lips, skinny nose barely can even breathe through your own nostrils – Sitting across from you and you couldn't even HIDE your weave tracks?? Come on……. IM NOT trying to be mean I'm just sending a message that US REAL MEN SEE THE BULLSHIT and IF He decide to rock with you it's just cause they wanna get one off no one will EVER take you serious like that or really make that move……….. Cause you look like a manufactured clown – Some of you have convinced yourself that it's OK cause of how many dudes be trying to get at you…… Please let me explain….. You got your temp fix and you will continue to "attract" men who ONLY want a temporary fix……. Shout to #TeamNatural #TeamSquats and #TeamTakeMeAsIAm – #TeamMatureEnoughToConsiderHarshTruth because you're single doesn't mean you're lonely- know this… Hoes, sluts, tramps are never without a man… You're single cause YOU have standard and know your actual value- I had to rip out a chapter from my New York Times best selling book #MANOLOGY to let y'all know us as MEN are much more aware and smarter than some of you think…… If your beauty has been purchased that's fine…. own it, enjoy it…. Just know that us REAL ones out here see the REAL….

A post shared by TYRESE (@tyrese) on Mar 16, 2017 at 9:25pm PDT

 

 

*********************************************

 

Use Template Below

 

 

 

Name:                                         Class Name:                                      Date:

 

Southside With You; Implications of Modern Dating Norms

All questions are to be answered in detail and depth, follow this template exactly for content and style!

1.   compare and contrast, discuss in detail, the following:

o   traditional dating challenges

o   traditional dating norm benefits

o   Modern dating challenges

o   Modern dating benefits

 

2.  Discuss your thoughts on the concept of “black love”, do you believe it is necessary to preserve black relationships that lead to marriage or should Blacks date outside their ethnic and cultural groups?  Explain the reasons for your stance in detail.

 

3.  Cite and explain 3 of the most destructive dating stereotypes in the Black community and exactly why are they wrong and/or harmful to the creation of long-lasting relationships

o   Stereotype 1 and explanation –

o   Stereotype 2 and explanation –

o   Stereotype 3 and explanation –

 

4.  Describe in detail, your ideal mate and why the attributes you seek are important

 

5.  Describe in detail, the attributes you AVOID at all costs in a mate and why

 

6.  Do you want to get married, ever?  Do you think marriage is still a viable option in the current culture?  Explain why or why not in detail.

 

7.  Discuss in detail, your thoughts on Black American Men and dating in the current cultural climate.

 

8.  Discuss in detail, your thoughts on Black American Women and dating in the current cultural climate.

 

9.  Discuss, in your estimation, the role of sex while dating in the 1st 6 months

 

10.  Discuss, in your estimation, the role of money/finances while dating in the 1st 6 months

 

END OF TEMPLATE

 

*******************************

 

INSTRUCTIONS & GUIDELINES

How to complete & submit: 

·       Answer the questions in the order above by number and bullet point.  Use the template on pages 2 exactly for content and style.  SINGLE SPACED, just as illustrated in the template.

·       Block and paste the template above into a new WORD document, erase the examples and fill in your answers

·       Complete your assignment in WORD, then paste into CANVAS Assignments (summary/analysis #2 assignment).

·       Use the exact template given for this assignment.

·       Paper must be at least 2 complete pages minimum or longer

·       Submit in “CANVAS Assignments  copy and paste directly into text box. DO NOT ATTACH!

·       Follow the “template above” exactly for content and style

·       LATE = 0 (your paper is “due” before 11pm on the date listed above; submit much earlier to avoid being locked out at 11pm!  Note:  that means 11pm “CANVAS TIME”)

 

DUE FRIDAY, April 14TH  BY 11PM CANVAS TIME!

 

TECHNICAL DIFFICULTIES ARE N

EVER AN EXCUSE FOR MISSED WORK!

 

Prepare, Proof and SUBMIT Early!

 

 

 

 

 

 

 

 

 

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

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

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

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

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

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

Description: 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

·         CHECK YOUR CANVAS “announcements” often! 

HOW TO USE “EMAIL” IN THIS CLASS

·        The purpose of email in this course is to record extraordinary technical issues or other notifications that cannot be handled during office hours or after class.

·        In the event of “SYSTEM ERROR” while submitting work in CANVAS, please visit OITC for technical assistance, and as official documentation of your system error with resolution.  OITC is located in the lower level of Harkness Hall.

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

ABOUT CANVAS USE IN THIS CLASS

·        Please be sure to locate the link in CANVAS for EXAMs, 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/CANVAS errors can be dealt with by your professor and will be logged in CANVAS, as all your movements are recorded while in CANVAS. 

·        See OITC immediately if you are unable to log into CANVAS.  If your CANVAS issue is validated by OITC and affects a CANVAS submission, please ask your OITC assistant to send an email validate your issue in writing with date and time. (OITC is located on the 1st floor of Harkness Hall)

·        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 TASK INFORMATION

·        All assignments and tasks are due in CANVAS unless otherwise specified in class.  Due dates and times are final.  Late = 0.  All tasks are due by “CANVAS Time” for submission.  Late work is “not accepted”!

·        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 (suite 250, student center).   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 due dates and times are strictly enforced.  Late = 0! 

·        Unless otherwise specified, all assignments must be submitted completed in WORD according to the following: typed, 1 inch margins, single spaced, 2 pg minimum, 12 font. No handwritten work will be accepted.

·        Please adhere to the instructions below regarding emailing your work in the event of an absence. 

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

 

 

Back to the top

 

 

Semester Schedule

 

Spring 2017– 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 2017

 

 

MONTH

DATE

Event

 

Week 1

Dr. Martin Luther King Holiday

 

 

 

 

January

Wed  18

 

Thur 19

Class Orientation

 

Fri     20

 

 

Week 2

Mon  23

 

Tues  24

Syllabus and Class Overview

 

Wed  25

 

 

Thur  26

 

 

 

Fri     27

Black American Experience / Diaspora

 

Week 3

Mon   30

 

Tues   31

Diaspora

Position Paper Group 1 Issued

 

Wed   1

 

February

Thur  2

 

Fri      3

Chapter 1 - Changes and Choices

 

Week 4

Mon   6

 

 

Tues   7

Chapter 2- Gender Roles

 

Wed   8

 

Thur   9

 

Fri      10

Position Paper Group 1 DUE

 

Week 5

Mon   13

Chapter 3 - Love in Relationships

 

Tues   14

Summary/Analysis # 1 issued

 

Wed   15

 

 

Thur   16

CANVAS EXAM 1

 

Fri      17

 

Week 6

Mon   20

 

Tues  21

Position Paper Group 2 ISSUED

 

Wed   22

Chapter 9 - Sexuality and Sexual Expression 

 

Thur  23

 

Fri      24

Summary/Analysis # 1 DUE

Week 7

Mon   27

 

 

Tues 28

Sexuality cont.

 

March

Wed  1

 

Thur  2

 

Fri      3

Position Paper Group 2 DUE

 

Week 8

Mon   6

MIDTERM WEEK

 

 

Tues   7

STD’s and contraception

 

Wed   8

 

Thur  9

Midterm Grade Prep – NO CLASS

 

Fri      10

 

 

Week 9

Mon   13

SPRING BREAK WEEK

NO CLASSES

 

Tues   14

 

Wed   15

 

 

Thur   16

 

Fri      17

 

Week 10

Mon   20

CAU FOUNDERS WEEK!

 

Tues  21

 

Chapter 4 - Dating and Cohabitation

Chapter 5 - Mate Selection

 

 

Position Paper Group 3 ISSUED

 

Wed   22

 

 

Thur   23

CONVOCATION

(all my classes attend, no class on this day, GO TO CONVOCATION! Celebration of graduating Seniors, wear Business Casual)

GYM  @ 10:30AM

 

Fri      24

 

Week 11

Mon   27

Chapter 10 - Planning Children and Contraception

 

Tues  28

Position Paper Group 3 DUE

 

Position Paper Group 4 ISSUED

 

 

 

Wed   29

 

Thur   30

CANVAS EXAM 2

 

Fri      31

 

Week 12

Mon  3

MOVIE WEEK

 

APRIL

Tues   4

 

Wed  5

 

 

 

Thur   6

SUMMARY/ANALYSIS #2 ISSUED

 

Fri      7

Position Paper Group 4 DUE

 

Week 13

Mon  10

Chapter 8 - Communication in Relationships

 

Tues  11

 

Wed   12

 

Thur   13

SUMMARY/ANALYSIS #2 DUE

 

Fri      14

GOOD FRIDAY - NO CLASS

 

Week 14

Mon   17

 

Tues   18

Domestic Violence Week

 

Wed   19

 

 

Thur   20

 

Fri      21

 

Week 15

Mon   24

 

Tues   25

CANVAS EXAM 3

 

Wed   26

 

 

Thur   27

 

 

Fri      28

 

 

Week 16

Mon 1

 

 

 

MAY

Tues 2

Wed 3

LAST DAY OF CLASSES

 TALLY DAY

 

 

 

Final Exam Week

 

 

 

 

 

 

 

 

 

 

 

 

 

·        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.

 

 

 

Back to the top

 

 

Grade Sheet

 

Requirement                                      Total Possible Pts.            Points Received

Summary/Analysis Assignment 1      150                                                   

Summary/Analysis Assignment 1      150

Position Paper                                              300                                                   

Exam 1                                                             100

Exam 2                                                             100

Exam 3                                                             100

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 Template & Guidelines

 

 

Name:                                                                Class Name:                        

Group Number:                                                Date:

 

  • 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.

 

A.  Assigned Main Topic Title   (example:  Who Are The American Poor; Beyond Ethnic Stereotypes of Poverty)

 

B.  State the topic title for the position  (example:  Side A – Stereotypes of poverty are the result of Cultural Racism/Bigotry)

 

C.  Sources:  You must use a formal writing style for your citations/sourcing

Source #1 –

Source #2 –

(example - Source #1:  Satalkar, B. (2010, July 15). Water aerobics. Retrieved from http://www.buzzle.com)

 

D. Statement the problem (detailed statement of the problem) from the perspective of the assigned position (side a or side b) and your selected research. (at least 1 paragraph)

 

E. Quantitative or Qualitative Research:   Points of fact/statistics or qualitative anecdotal evidence to support the assigned position.

                 

·         Point 1 – Quote/Cite the statistic or opinion/anecdote

Source:

1.      Your explanation of the point  (1 paragraph in addition to quote/statistic)       

·         Point 2 – Quote/Cite the statistic or opinion/anecdote  

Source:         

1.      Your explanation of the point  (1 paragraph in addition to quote/statistic)       

·         Point 3 – Quote/Cite the statistic or opinion/anecdote  

Source:

1.      Your explanation of the point  (1 paragraph in addition to quote/statistic)       

 

(example:)   Point 1 – American Whites make up the largest number of poor people in the US 2016 

Source:  https://www.census.gov/content/dam/Census/library/publications/2015/demo/p60-252.pdf

2.      The stereotype, of the largest ethnic group who represent the “poor” in America, is Black;  However the actual ethnic group that receives the majority

 of government aid to the poor are White, according to the current census data 2016.  The data/statistic is relevant not only for factual clarity, but the stereotype contributes to the

stigmatization of Black Americans and the systematic/racial inequality based on that stereotype.  Images such as the Black welfare queen, Black Americans as lazy and Black American men living

off the system not wanting to work, serves to hinder the Black community when seeking equal services, equal treatment and protection under U.S. law without racial biases and the burden of White privilege. 

 

 

POSITION PAPER INSTRUCTIONS & GUIDELINES

How to complete & submit: 

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

·       Block and paste the template above into a new WORD document, erase the examples and fill in your answers

·       Complete your assignment in WORD, then paste into CANVAS Assignments.

·       Must utilize 1 inch margins on all sides, 12 font (times new roman or arial) 

·       Paper must be at least 3 complete pages minimum, the article is in “addition” to the 3 pages of the completed Position Paper.

·       Submit in “CANVAS Assignments”  copy and paste directly into text box. DO NOT ATTACH!

·       Follow the “position paper guideline sheet” exactly for content and style

Order of Submission and What to include: 

·       3 Items must be submitted/”pasted” in CANVAS assignments in this order: 

o  Side A (1 and ˝ pages minimum)

o  Side B (1 and ˝ pages minimum)

o  Entire/Full (main) article you selected for your research.  Paste the article “below” Side B when submitting in CANVAS.

·       LATE = 0 (your paper is “due” before 11pm on the date listed above; submit much earlier to avoid being locked out at 11pm!  Note:  that means 11pm “CANVAS TIME”)

 

TECHNICAL DIFFICULTIES ARE NEVER AN EXCUSE FOR MISSED WORK!

 

Prepare, Proof and SUBMIT Early!

 

          

 

 

Back to the top

 

 

 

 

 

 

 

 

Web Resources

 

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

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

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

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

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

 

 

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Articles

 

Description: Description: Description: Description: Description: Description: cycle

 

 

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

 

 

Description: 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: 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