For each week there are the following sections

ppt: dj_ex_maps_census_philly_hist.ppt  

exercise worksheet: dj_ex_maps_census_philly_hist

This helps them begin to understand the relationship between Philadelphia and Pennsylvania, and how Philadelphia developed.

Initial discussion:

Get clear on sequence of events in MySpace. Get clear on what did justice agencies do and not do.

Subsequent discussion:

Placing 251 Waterford Crystal Drive (St. Charles County, Missouri) in a broader socioeconomic context. Use SIMPLYMAP to create a county-level quintile map of 2000 Median Household Value. Shows that St. Charles County is in top 20% nationwide. Use Mapquest to approximate the map location of the address. Then create a census tract quintile map showing the same variable at the census tract level. Shows that the address is in top 20% of all census tracts nationwide. Present maps and discuss implications.

Start student discussion linking Myspace Hoax Suicide with Black by asking students what Black would say about the events. Possible points that might emerge include:

Justice agencies did not prosecute because this was a fight between two high status parties. If there had been vertical distance between the two parties then agencies would have been more likely to intervene.

The timing of events post suicide and the retaliatory events suggest that the locals waited for law to do something, and when it did not resorted to informal ways of payback.

The question of whether the licenses that people agree to when signing up with Myspace have any regulatory capabilities at all.

Amount of time that will need to be devoted to being sure that students’ understand Black’s model (see relevant PPTs) will depend on the class itself.

Interesting questions emerge about the roles of policing new technological innovations (is this a new problem? Or just an old one – bullying – with a new wrinkle and speeded up time lines?), differences in jurisdiction between local and federal law enforcement and regulation, and how the nature of what happened shifted with more than one adult being involved in perpetrating the hoax.

The SES of the neighborhood can be mapped using 2000 Census data on median household income. This can be done for the county, and the census tract where the Meier's lived. The ppt file already has these maps. Uses quintiles. Gets students used to: thinking about census data for a location; thinking about a specific variable that operationalizes one aspect of SES; quintiles. It turns out this is one of the richest (top 20%) of counties in the US, and the census tract, a rough proxy for neighborhood, is in the top 20% of all census tracts on the variable median 2000 household income.

Have students think about: did law enforcement agencies do enough? Or should they have done more? Why? On what grounds are you coming to this conclusion?

Commentary The Myspace Hoax Suicide seems to make a good case study to introduce thinking about what justice agencies do and do not do, and why, and the interplay between formal control through law and informal control how locals act.

Another great mapping example: Village Voice article on "Million Dollar blocks, and map:

dj_map_ex_million_dollar_blocks.zip

Maps the supervision cost to taxpayers, by Census block, for monitoring offenders in Brooklyn

Be sure students understand: the background on Prohibition,  what happened when; the discrepancy between local views about prohibition and the national agenda; how wets and drys sorted themselves out in Pennsylvania politics; weak support at the local level for Prohibition; factors making Philadelphia a major source of illegal alcohol and a location where there was a lot of bootleg transportation; the relationship between the district-level organization of the Philadelphia Police Department, the local political machine in Philadelphia and the ward leaders; the role of the law and order agenda and the militarization approach as political sloganeering.

Subsequent discussion:

* further clarify the relationship between place, social space, and downward law.
*  Black's model and vice crimes

For Philadelphia Experience: get students starting to think about what was happening here. Especially when Butler went up against the "big hotels."

A large number of clippings from the Temple Urban Archives about the probe have been placed in:

1928_grand_jury_newspaper.zip

You can find this on Bb site:

COURSE DOCUMENTS > ADDITIONAL RESOURCES AND DOCUMENTS > 1928 PHILADELPHIA GRAND JURY PROBE

Temple University also has extensive materials about prominent local bootleggers. This information is in a two part bibliography that has been zipped:

"Crime and the Foreign Born." National Commission on Law Observance and Enforcement (1931).Washington: Government Printing Office  nclo&e_foreign_born_part_2.pdf  (Bb)  read only p. 91-111

Reader's guide, 33-47

 shooting_japanese_exchange_student.ZIP (Bb) - Location:

ADDITIONAL RESOURCES AND DOCUMENTS > WEEK 6: MORE RECENT CASE "STUDIES" AROUND TREATMENT OF IMMIGRANTS

(2)
1995 "Homicide: Life on the Streets" Season 3, Episode 32: "Colors"
Based closely on the Louisiana shooting and court outcome.
Details about episode on Bb, same folder as above

RECOMMENDED ONLY

R(1)
Stopping illegal immigration: One view
Seper, J. (April 13, 2005). "Border project declared success." Washington Times
minutemen_washingtontimes_20050413.pdf
NOTE: Please bear in mind that the "Washington Times" is considered by many to be a strongly right-leaning publication.

R(2)
Buchanan, S., and Holthouse, D. (August 28, 2006). "Locked and loaded." The Nation.
the_nation_20060828_minutemen.pdf 
NOTE: Please bear in mind that "The Nation" is considered by many to be a strongly left-leaning publication

R(3)
Tombstone Tumbleweed July 7, 2005
Go to this url:

http://www.tombstonetumbleweed.com/PDF_Archives/TumbleJul0705.pdf

Read story that starts on p. 2 about Minutemen enforcement. I cannot re-pdf this file - it is encrypted.

R(4)
From the Friends' Committee on National Legislation February 2008 newsletter
FCNL_IMMIGRATION.pdf
NOTE: Please bear in mind that FCNL is considered by many to be a strongly left-leaning organization

(2) In case they think that Miranda has solved everything, you could show a clip from "Homicide, Life on the Street" Season 1, Episode 1 "Gone for Goode." Focus on the time between the arrest of the young man through his interrogation and signing away of his Miranda rights. Finish with Pembleton's reaction to Bayliss when the latter suggests Pembleton confused the man.

Strongly recommend either 5:00 - 5:30, which includes a recap of the day, or 5:30 - 6:00, after the dropping of the bomb from the helicopter, when the fire department was not responding

Also: can Find this article at: http://www.usatoday.com/news/nation/2005-05-11-philadelphia-bombing_x.htm

(3)
Small, B. (1985). MOVE 1978 vs. 1985. Typescript. Temple University Urban Archives. Philadelphia.
file=move_2_vs_move_1_bernard_small_typescript.pdf

(4)
Small, B. (1985). MOVE. Typescript. Temple University Urban Archives. Philadelphia.
file=move_2_bernard_small_typescript

RECOMMENDED ONLY
Background readings on: Black Panther / Black Power
chronicle_20070302_black_panthers_1.pdf 
chronicle_20070302_black_panthers_2.pdf

Also on the movie page see the description of the movie "Brute Force" and the description of the scene that could be used demonstrating nicely what the public and the politicians expect from prisons.

The archive is accessible at: http://sda.berkeley.edu/archive.htm . The PPT file describes roughly how to get to the right information, so that these two views can be updated nationally through 2006.

In a small class, this could be turned into a computer lab exercise, arrangements permitting.

SEE SLIDE 8 ON PPT. The instructor may find it helpful to query students on this item, which reflects part of their attitude toward the L&O agenda, then report their results back to them, then contrast that with what the national samples show.

RECOMMENDED ONLY

(Bb) Mason, R. (2004). Richard Nixon and the Quest for a New Majority. Chapel Hill: University of North Carolina Press. pp 5-36

Contact course originator if you want to learn more.

OR
Address IMPACTS of L&O on issues such as overcrowding and the prevalence of imprisonment rates for certain groups in society.

READ
(1)
(Bb) Tyler, T. R. 2004. Enhancing police legitimacy. Annals of the American Academy of Political and Social Science 593:84-99.
(2)
(Bb) Gilbow, S. L. 2007. Red card. Fantasy and Science Fiction 112:120-134.

RECOMMENDED
(Bb) Brin, D. (1990). Earth [2040]. New York: Bantam. pp. 100-120.

dj_poll_q61_xtab.pdf

This can be done in two parts, where first the students brainstorm in small groups, after having been assigned a dimension (inequality, race, or age), and the instructor gives the group feedback about which threads to try and develop. To see the Fall 2007 memo going back to students after their brainstorming CLICK HERE