SWRK 3000 Spring 2020 PDF

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WESTERN MICHIGAN UNIVERSITY School of Social Work

SWRK Course 3000 Social Welfare as a Social Institution

Instructor: Linda Cherrey Reeser, PHd Semester: Spring 2020 Class Days/Times: Thursdays 4P.M. to 6:20 P.M. Class Location: CHHS Room #2060 Office Hours: Tuesdays 12:30 to 2:30pm; and by appointment Telephone (office): 269-387-3177; home 269-375-0878 E-mail: [email protected]

Course Description This course analyzes social welfare as a response to social problems and human needs. It examines economic, philosophical and political forces that have led to the historic development and institutions of social welfare. It encourages students to develop a critical perspective on social welfare policies and stresses an understanding of the impact of age, race, gender, sexual orientation, and social class on policy and service delivery. Placement of Course within the Curriculum SWRK 3000 introduces undergraduate students to the context in which they will be working, the social welfare system. It provides a foundation in U. S. and social welfare history and the major social welfare programs. It is required for BSW students.

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Relationship of Course to Human Well-Being and Social and Economic Justice. SWRK 3000 takes a critical look at history and social programs from the standpoint of oppressed peoples and offers more just alternatives to what currently exists. It explores social welfare movements that resist oppression Educational Practice and Assessment standards (EPAS) and Practice Behaviors (PB) that are addressed in this course: Evaluation data on the following competencies and practice behaviors will be reported to the Council on Social Work Education. C2. Engage in Diversity and Difference in Practice CB.2.1. Apply and communicate understanding of the importance of diversity and difference in shaping life expectancies in practice at the macro levels C3. Advance Human Rights and Social, Economic, and Environmental Justice CB.3.1. Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and system levels. C5. Engage in Policy Practice CB.5.2. Assess how social welfare and economic policies impact the delivery of and access to social services. CB.5.3. Apply critical thinking to analyze, formulate, and advocate for human rights and social, economic, and environmental justice. *C – EPAS 2015 Competency **CB – EPAS 2015 Competency Behavior Standardized Course Objectives 1. Identify and relate significant contributions to social welfare by a variety of American social welfare movements (CB.2.1). 2. Relate significant economic concepts, political ideologies and processes to social welfare. (CB.5.2). 3. List, describe and critique major provisions of the Social Security Act and other important current social welfare legislation, propose ideas for change, and take action to improve social welfare provisions. (CB5.2).

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4. Discuss and critique issues with regard to the current and historical socio/economic/political context, social welfare provisions and the impact on human well-being. (CB3.1). 5. Discuss institutionalized discrimination as a problem in social structure, the role of social welfare in eliminating or contributing to such discrimination and engage in advocacy to decrease injustice. (CB5.3). Accommodation for Disabilities/Special Needs: Any student with a documented disability (e.g., physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact Disability Services for Students at (269) 387-2116 at the beginning of the semester. A disability determination must be made by this office before any accommodations are provided by the instructor. For more information, go to http://www.wmich.edu/disabilityservices/. Safety and Ethics: The School of Social Work places a high priority on social worker safety and ethical behavior. Issues related to safety, competence, and ethics that arise in the performance of social work practice with groups and organizations will be identified and discussed throughout the course. It is expected that students engage in ethical behavior in class and in the completion of course assignments. Diversity: The School of Social Work, as part of the WMU College of Health and Human Services, is an inclusive community of learners that embraces, respects, and advocates for human diversity. The College has a sustained commitment to eliminating disparities in health care and other human services by using dynamic methods to infuse this perspective into curricula, clinical practice, and research. It is expected that students also demonstrate a respect for diversity, consistent with the NASW Code of Ethics, in their academic performance. FERPA Guidelines: The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. 1232g: 34 CFR Part 99) is a Federal Law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Dept. of

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Education. FERPA gives parents certain rights with respect to their children’s education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are “eligible students”. HIPAA Guidelines All social workers are required to adhere to HIPAA (Health Insurance Portability and Accountability Act of 1996, Public Law 104-191) regulations regarding the privacy of client information outside of the agency setting. Unless you have the client’s written permission, confidentiality must be strictly maintained when discussing or writing about clients in the classroom, in assignments, and in process recording Student Academic Conduct: You are responsible for making yourself aware of and understanding the policies and procedures in the Undergraduate and Graduate Catalogs that pertain to Academic Honesty. These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity and computer misuse. [The policies can be found at http://catalog.wmich.edu, http://www.wmich.edu/catalog under Academic Policies, Student Rights and Responsibilities. If there is reason to believe you have been involved in academic dishonesty, you will be referred to the Office of Student Conduct. You will be given the opportunity to review the charge(s). If you believe you are not responsible, you will have the opportunity for a hearing. You should consult with your instructor if you are uncertain about an issue of academic honesty prior to the submission of an assignment or test. For the Code of Honor and additional policies on issues such as diversity, religious observance, student disabilities, etc., please see: http://osc.wmich.edu> http://osc.wmich.edu and http://www.wmich.edu/registrar> www.wmich.edu/registrar.

Questions/ Concerns: If you have questions or experience any difficulties regarding any aspect of the course, please talk with the instructor so that the difficulties may be remedied.

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COURSE SCHEDULE Competencies or Learning Objectives You will be able to:

Topics to be Covered

Competency 3 Advance human rights and social and economic justice

Module 1 Dates Jan. 9 Columbus – Civil War Feb. 20

Competency Behaviors: CB9 Apply their understanding of social, economic and environmental justice to advocate for human rights at the individual and system levels.

Introduction Overview of Course Syllabus . Columbus to the Civil War

Learning Opportunities (Assigned Readings, Learning Exercises, etc.)

 

Readings From Zinn and Trattner books as indicated in class schedule starting on page 12.

Measures (1) Test on Feb. 20

Video (In the White Man’s Image) Learning Exercise Test on Feb. 20

(2) Report on current events and discussion with the class (3) Responses to film questions to demonstrate respect for ethnic diversity,

Small group discussions about the video

awareness of oppression, and critical thinking about

Presentation on current events and dialogue with the group

ethnically sensitive policies

CB 10 Engage in practices that advance social, economic and environmental justice.

Module 2

Read from Trattner and Zinn’s

Dates Feb 28 -

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Assessment of Learning (Participation, quiz, exam, paper, etc.)

Competencies or Learning Objectives You will be able to: Competency 3 Advance human rights and social and economic justice

Competency Behaviors CB9 Apply their understanding of social, economic and environmental justice to advocate for human rights at the individual and system levels.

Topics to be Covered

Learning Opportunities

Assessment of Learning

(Assigned Readings, Learning Exercises, etc.)

(Participation, quiz, exam, paper, etc.)

books as assigned in class schedule starting on page 12

April 25 From World War 1 to Trump Presidency

- Films “The Inheritance: “FDR” “1964” Learning Exercise

. Civil War . Industrialization . Settlement Houses . Social Work in the 1920s . Depression and New Deal . World Wars to Great Society . 1960s . Reagan Revolution . 1970s until today

Measures Test on April 16 Final Current Event is due 319-2020 Watch films and respond to questions.

You will need to watch a film, write a paper and take an advocacy action Analysis of current events Test on April 16

CB 10 Engage in practices that advance social, economic and environmental justice.

Volunteer work at a human service organization or write a research paper and do a presentation in class Small group discussions about the films

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Critical analysis of a film or speaker and your advocacy action You will be assessed on your comparative social welfare paper and presentation or on your paper assessing your volunteer work

Competencies or Learning Objectives You will be able to:

Topics to be Covered

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Learning Opportunities

Assessment of Learning

(Assigned Readings, Learning Exercises, etc.)

(Participation, quiz, exam, paper, etc.)

Competencies or Learning Objectives You will be able to:

Learning Opportunities

Assessment of Learning

(Assigned Readings, Learning Exercises, etc.)

(Participation, quiz, exam, paper, etc.)

Topics to be Covered

Grading: 1st Exam Reaction Paper & Advocacy Action Current Events & Participation Completion of volunteer work & paper Or Research paper and presentation

February 20 March 12 March 19 April 9

20% 25% 10%

April 2

25%

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Final Exam

April 16

20% 100%

Grading Scale 94-100 88-93 83-87 78-82

=A = BA =B = CB

73-77 68-72 62-67 0 -61

=C = DC =D =E

Late work will not be accepted unless prior arrangements have been made with the instructor. Late work, if accepted, will entail points subtracted from the grade of the assignment. Required Texts Trattner, W. I. (1999). From poor law to welfare state, 6th edition. New York: Free Press. Zinn, H. (2003). A people’s history of the United States. Abridged Teaching Edition. New York: New Press. Student Responsibilities 1.

Attendance and class participation are very important. More than two absences will result in a drop in your grade by one level (e.g. B/A to B).

2.

Do the readings each week and come prepared to discuss, ask questions, and challenge. Participation makes class more meaningful for all of us and enhances learning.

3.

There will be tests on February 20 and April 16 and a final paper on your volunteer experience due April 9 or research paper and presentation due April 2; you also have the assignments listed under #4 & #5 below.

4.

Current events are part of your participation grade (10%). The social welfare issues we are studying continue to be current issues and are reported on in the newspapers, journals, radio, internet and television. All of us are responsible for bringing these current reports to share with others in the class. Bring two newspaper or internet articles or brief (no more than one page) descriptions of journal, news or TV reports to class to turn in and you will do a one minute oral presentation to the class 9

on one of them. The second article is due to be turned in by 3-19 with your responses to the questions below written out. In your one oral presentation you will summarize the article, state why it is relevant to social welfare, and what is your opinion about it. You will answer the same questions in writing for your second current event. You will also turn in the article with your name and date on it after you present to the class. 5.

Film analysis paper and advocacy action. See a film that concerns an oppressed group and social justice issues. Write a 4 – 5 page typed analysis to the film. It must include (a) What was the film title? (b) A brief description of the content. (c) How does it relate to social justice and social welfare? (d) What is your reaction to it? Do you feel any differently about the ideas expressed than you did before? (e) What forms of oppression and discrimination does it depict and what mechanisms are used to keep the oppression going? (f) What is the socio/economic/political context that is currently affecting this issue? (g) What are the barriers and possibilities for change to occur? (h) Take an action to advance social and economic justice concerning this issue (attach it if you wrote a letter) (i) Describe what you did (j) Why did you do it? (k) What did you learn from doing it? 5% of the grade for this paper is on your responses to (i),( j) and,(k)? The paper is due on March 12.

6.

(25%). Since experience plays such an important role in social work education, you may choose to perform 15 hours of voluntary service in a social welfare organization (approved in advance by the instructor) and write a paper (three to four typed pages) documenting your hours, describing the setting, its mission, your activities, and what you have learned from your experience about yourself, social welfare issues, social welfare responses, and what you think should be changed to improve services to clients. You will also include application of at least two concepts you have learned in this course to your experience for example, safety net, residual services. You will notify me in writing where you will do your internship by February 8. You need to have a signed time log from the person supervising you verifying your hours as well as a signed evaluation turned in with your paper by April 9. (see forms at the end of this syllabus)

Another option is a research paper and presentation: Choose another country and research its social welfare policies (e.g., public welfare, social security, health care). What is most compelling about how they approach social welfare? What are the advantages and disadvantages? Would it work here? Would you want it to? What may get in the way of the approach working in the United States? Who may oppose it, who may support it, and why? Is there anything comparable in our social welfare system? Does this make you look at U. S. policies any differently? How so? Prepare a 10-15 minute presentation for the class on your findings. Hand in a copy of your presentation and paper (5 – 7 pages), listing group members involved and including a list of at least six references used in your research. If you work in a group, they will be composed of no more than 4 people. All papers will be due on April 2 and the presentations will be on the same date. The presentation will be worth 25% and the paper 75% for a total of 100%.

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Expectations for papers: All papers should be typewritten with 1” margins and 12 point font, preferably Times or Times New Roman. Use the latest version of APA for references. Proofread your papers. Papers need to be grammatically correct and written from an academic viewpoint. Papers will be graded on content, presentation, grammar, and spelling, and comprehensiveness (i.e. did you answer all of the posed questions?) Papers need to be turned in on time. E-mail submissions are acceptable. If I receive an e-mailed submission, I will verify that I have received it by e-mail. (Therefore, if you don’t get an acknowledgement, I don’t have your paper.)

Course Schedule Module I

January 9 – Feb.20 Columbus – Civil War

Class 1 Jan. 9

Introduction to the Course Overview of the course syllabus

Class 2 Jan. 16

What is social welfare and why is it important? What do we learn from studying history? Understanding social change. Background and Beginnings of U.S. History Read:

Class 3 Jan. 23

Zinn, Chapter 1 Trattner, Chapter 1

Early institutionalization of race and class Social welfare in Colonial times 1647-1776

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Read: Class 4 Jan. 30

Zinn, Chapters 2 & 3

A Kind of Revolution Women & Indigenous people in Early America Read:

Class 5 Feb. 6

Zinn, Chapters 4, 5, 6 & 7 Trattner, Chapter 2

Moving Westward Social Welfare 1777-1860 The Civil War and After Read: Zinn, Chapters 9 & 10 Trattner, Chapter 3 Notify of Volunteer Experience

Class 6 Feb. 13

The Civil War continued Social Welfare 1860-1900 Early 1900s in U.S. History Read:

Zinn, Chapters 11 & 12 Trattner, Chapter 4 & 5

Class 7 Feb. 20

MIDTERM EXAM

Module II Class 8 Feb. 27

World War 1 – Trump Presidency 2-28 – 4-25-20 The Socialist Challenge & World War I Social Welfare 1900-1930 Read:

Zinn, Chapters 13 & 14 Trattner, Chapters 8-10 12

SEMESTER BREAK: March 2 – March 6

Class 9 March 12

Social Work Professionalization Depression and the New Deal Social Welfare in the 1920s & 1930s Read:

Zinn, Chapter 15 Trattner, Chapters 11-13

Reaction Paper and Advocacy Action due

Class 10 March 19

A People’s War? World War II

Read:

Zinn, Chapter 16

Final Analysis of Current Event is Due Class 11 March 26 Read:

Class 12 April 2

Social Welfare WW II and after The 60s, Civil Rights, and Vietnam Zinn, Chapters 17 & 18 Trattner, Chapter 14

Research Paper and Presentations Due Classroom presentations

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Class 13 April 9

U. S. History 1960s & 70s Social Movements and Social Control Social Welfare 1968-1992 Carter, Reagan, Bush I Read:

Zinn, Chapters 19 & 21 Trattner, Chapter 16

Volunteer Paper Due

Class 14 April 16

Clinton, The 2000 Election Social Welfare 1992-2019 War on Terror Obama Trump

Read:

Zinn, Chapter 24 & 25 Trattner, Chapter 17

Final Exam Class 15 April 23

To Be Determined

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VOLUNTEER EVALUATION SHEET SWRK 3000 SPRING 2020 Name of Supervisor: _____________________________________ Supervisor’s Title:

______________________________________

Name of Volunteer: ______________________________________

1. What were the responsibilities of the volunteer?

2. How did the volunteer handle and or meet their responsibilities?

3. Did the volunteer act in a professional manner? If no, what could the volunteer have done to be more professiona...