Index
I want you to read these in the order listed, the Kovacic essay first.  I’d like to have you see if the materials you read give you some insight into the purpose of the larger project of which they’re a part.  For example, does reading Kovacic give you an insight into why the editors of the anthology wanted to write an anthology of this nature?

Then, when you have the essay/introduction combos under your belt, see if you can predict the points of view of the authors of the study.  What will they want you to take with you generally, as well as specifically in the course of the essays.   
The quotation with which I began the introduction to this course concludes the essay I’m asking you to read first today.  I want to start here because I want to address class issues on the Roger Williams University Campus.  Who would be the Roger Williams University equivalent of Bogdan Kovacic.  Think about the specific job Mr. Kovacic held.  Think also about similar jobs on this campus.  How do our students interact with our equivalents of Mr. Kovacic?  Do students treat them differently than they treat other employees of the University?  In what ways?  Do those differences signify anything?  If you know of an anecdote or story which would illustrate this, be prepared to share it with the class.

Read the Internet Materials with the idea of compiling a list of reasons why it is important to study social class.  I’d like you to also compile a list of assertions these articles make about the social class system in the United States: myths we believe about the class system, and ways in which reality may differ, to greater or lesser degree, from those myths.  At the top of the index page to the series there are a number of interactive elements, one of which is an interactive graphic survey entitled “Where do you fit in?”  What does it suggest about you? (We’ll also complete our discussion of the film,, assuming we’re not discussed out.)

Start Keeping your Journals.  In them, start recording your reflections and your good questions.

Read, in Shipler, The Working Poor,
Introduction, At the Edge of Poverty, pp.  3 - 12
With Shipler, as with our other authors, our first need is to grasp the author’s point of view.  So keep this in mind.  Why did Shipler choose this particular topic.  What does he tell you about his methodology.  In other words, what kind of research techniques inform the project.  Did his method have any effect on him personally?  If so, what?  (As you think about this–can you generalize on it into a more universal principle or theory?)
IN Addition.
I’ve prepared a list of all the readings in the Anthology.  You'll find it lurking behind the Anthology Survey Button to the left.  You’ll notice that the readings are divided into four sections. Here’s what I want you to do:
1.Download the list
2.Read the Introductions to each Section:
a.Bread, Land, and Station, Work and Class17-18
b.Clothes Make the Woman: Ths Social Dimensions of
  Class   179-80
c.“Between the Workers and the Owners”: Class Conflict
469-70
d.Classic or Classy: Art and Class     593 - 94
3.Browse the list and leaf through book, sampling the readings therein
4.Chose the six from each section, mark these on the list, and
  turn the list in. 

I will use this survey to help decide which of the readings to assign.
Click for Anthology Survey
Middle, Upper, Lower, Working...which is which??? after guessing, click to see how close you came.
In Preparation for Class, Tuesday September 72nd Class Meeting
Read, in Literature, Class, and Culture,
Proud to Work for the University (Kovacic) 164 - 169
Introduction           1-15
Read*read*read*read*read*read* – – Samaritan – – *dear*dear*dear*dear*dear*deaR

Target date for completing it, you’ll remember: September 28
In Preparation for Class, Thursday, September 9         3rd  Class Meeting
David Shipler spoke here a few years ago when The Working Poor was the  common reading.  He also spoke at my Alma Mater, Case-Western Reserve University, where The Working Poor was also the common reading.   I'm still looking to see if we have a tape of that presentation to view.  In the meantime,  watch and  listen to him  here.
Read*read*read*read*read*read* – – Samaritan – – *dear*dear*dear*dear*dear*deaR

Target date for completing it, you’ll remember: September 28
On the Internet:   Class Matters:
Shadowy Lines that Still Divide (Scott and Leonhardt)
Introduction (Keller)
Read, in Class Matters,
Shadowy Lines that Still Divide (Scott and Leonhardt), 2- 26
Introduction, (keller) ix - xviii

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E-Mail:  amst355@gmail.com
Michael R. H. Swanson, Ph. D.
Office: GHH 215
Hours,  M, T, W,Th, F   11:00-12:00
Or By Appointment.
Phone:  (254) 3230
AMST 355  Class and Culture
T, Th, 12:30 - 1:50
GHH 206
Roger Williams University
Fall Semester, 2010

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Update:  Well, I had a bad hair day on Thursday, A-V wise.  I went back to the office, not quite sure whether the video had been corrupted or not.  Trying out on my office computer, I find it infact worked just fine. 
I don't know how far we'll get into the material listed below.  I think what will probably happen is that we won't touch much of this until Thursday, which means, of course, that Thursday's materials will migrate to next week.