HISTORY 154 – African American History Prior To 1900 SYLLABUS / SCHEDULE for SUMMER 2014
THIS SEMESTER’S THEME:
The Problem of Wealth: This means that in all of the readings and discussions, we will be concerned with the concept of Political Economy as motivators for historical change in Black America. Wealth is not simply having money. Being wealthy is the ability to gain money without using your own. And – most important in Black America – wealth is the ability to pass economic advantage down through the generations. Wealth is the inheritance of economic advantage. If, through race for instance, a group is deprived institutionally of wealth, then the economic disadvantages are multi-generational. For example: poverty affects educational opportunities which in turn reduce employability. Overall health can be impacted adversely and – in result – perpetuate poverty. And this represents only one simple example. The history of systems of bondage perpetuates economic disparity and historical disadvantage. The course also emphasizes economic rights as the next frontier for Black American success.
History 154 Course Learning Objectives (CLOs)
HOMEWORK (due each week)
A - Readings: listings and links on the readings from all sources that are due each week is below in the READING SCHEDULE. The Reading Response: history is a discussion in print. .Each week’s readings and assignments are discussed in writing during Summer in the form of a weekly quiz done online. ALL readings are required to be integrated into your quiz. < follow the link>.
B – Discussion: due weekly - This means discussion – talking – “verbal” or “discussion page” interaction – etc. is 30% of your grade. When you ask questions, when you discuss issues and video, when you talk among yourselves in class during a group project, or when you use any out of class tutorial it all counts. I have individual and group tutorial sessions available through the Tutorial Center. The Library & Learning Center has resources that can make or break an assignment. The Writing Center is open, as is the Office Administration Center -- all of these count.
TESTING AND ASSESSMENT
C – Midterm Essay: A five-paragraph essay will be due on the last class day of week #5. You will select the historical topic from a list that I provide. Instructions are linked into the schedule (below).
D – Final Exam: is your completed Course Learning Objectives (CLO). This will be done using a form called an Annotated Bibliography. By the end of the semester, you should have completed one (1) Annotated Bibliography sheet for each CLO. <follow the links>.
There is homework due weekly so familiarize yourself with the format
ACADEMIC CALENDAR
ONLINE HELPDESK http://www.mjc.edu/current/studentservices/waystolearn/online/index.html
GENERAL NOTES
READING SCHEDULE History 154
============================
5/05/2014 – 5/18/2014 - WEEKS 1 & 2: MODULE # 1 – READING COMPREHENSION
Activities and Objectives of this Module: This 2 – week Module requires students to begin critically reading history. Students should use the NOTES provided for the class as a guide for what to look for in the assigned readings. The objective is to become familiar with historical study.
Expected Outcomes: The expectation is that you will begin to be able to relate several sources of information to a set of historical ideas events and persons. At the end of the Module, you will be assessed on how well you can recognize POLITICAL ECONOMY, RACE, GENDER, CLASS, & SOCIAL / CULTURAL DEVELOPMENTS in the United States between 1865 and 1900.
Skill Building:
Notes “AFRICAN GEOGRAPHIC”
Read: The Introduction, and chapters 1 & 2 in the Smith text: Blacks in the Americas
Video or article: History, interpretation & causation.
No Mirrors: http://www.youtube.com/watch?v=GD57KULeIgg
Assessments
Paper: RACE, GENDER, CLASS, POLITICAL ECONOMY & CULTURE
========================================
5/19/2014 6/01/2014 - WEEKS 3 & 4: MODULE # 2 – HISTORICAL ANALYSIS
Activities and Objectives of this Module: In this 2 – week Module the student will begin honing the essential writing skills required for humanities and social sciences. History is a conversation about the analysis of documents. It is this analytical conversation that gives history meaning and relevance. This is where the student enters that conversation-in-print. Thesis, body, conclusion and bibliography as well as source citation for essay will be practiced.
Expected Outcomes: The student will learn to compose an analytical essay written on a topic selected by them from the list provided by the professor.
Skill Building
Notes: “Borderlands Culture”
Read: Chapters 3 & 4 in the Smith text: Blacks in the Americas
Video or article: Africans in the Americas (follow the rest of the series on youtube)
& Middle Passage (from Amistad)
Assessments
ESSAY
========================================
6/02/2014 - 6/15/2014 -WEEKS 5 & 6: MODULE # 3 – HISTORICAL ANALYSIS
Activities and Objectives of this Module: In this module each student will add to their overall body of the particulars of historical data. And, this will be done while broadening student assessment skills using multiple-choice evaluation. Facts, names and dates will be tested using scantron type mechanical objective tests for classroom students, while online students will do an e-version of multiple choice.
Expected Outcomes: The student will acquire confidence in their knowledge and retention of facts in historical inquiry. Student will improve test taking skills.
Skill Building
Notes: “Expansion of Slavery: Jefferson & Jackson”
Read: Chapters 5 & 6 in the Smith text: Blacks in the Americas
Video or article: Jefferson's Blood
& Sally Hemmings (professional video) and Sally Hemmings (a student video)
Underground Railroad (full documentary http://www.youtube.com/watch?v=H1NzFuunWO8)
Assessments
MULTIPLE CHOICE TEST
========================================
6/16/2014 - 6/29/2014 -WEEKS 7 & 8: MODULE # 4 – COURSE LEARNING OBJECTIVES
Activities and Objectives of this Module: In this Module each student will have approximately two weeks to complete her/his evaluation of the Course Learning Objectives (CLOs). Students will review historical documents, texts, articles, and video to match such sources to the CLOs.
Expected Outcomes: The production of a three-page (minimum) annotated bibliography evaluating sources relevant to the Course Learning Objectives.
Skill Building
Notes: “Pre Civil War Slave revolts”
Read: Chapters 7 & 8 in the Smith text: Blacks in the Americas
Video or article: Slave Revolts (lots on this page) See the movie: "12 Years a Slave.", or the movie “GLORY” (it used to be on Youtube)
“RECONSTRUCTION” http://www.pbs.org/wgbh/amex/reconstruction/
Assessments
ANNOTATED BIBLIOGRAPHY
========================================
6/30/2014 - 7/12/2014 - WEEKS 9 & 10: MODULE # 5 – DISCUSSION
Activities and Objectives of this Module: Each student will spend the final two weeks of the course in this Discussion Module. After each reading students should engage other students in discussion, Q and A and commentary on the readings – or on the comments of other students. The objective is to develop a dialog that should produce a historical world view.
Expected Outcomes: Students should become synthetic thinkers with practical communication and problem-solving skills.
Skill Building
Notes: “1865 – 1900: United States Segregates”
Read: Chapters 9 & pages 125 thru 141 and then chapter 15 in the
Smith text: Blacks in the Americas
Video or article:
“Buffalo Soldiers”
http://www.youtube.com/watch?v=WbcxZM32ZrQ
“Without Sanctuary: Black rights in Jim Crow America”
http://www.withoutsanctuary.org/movie1.html
“Reparations?”
http://www.youtube.com/watch?v=Q5XAvfgpesU
Assessments:
TOPICAL DISCUSSION: In the 21st Century Black Americans are one of the most politically successful ethnic groups in American history. Yet the problems associated with poverty continue to plague most African Americans. The question arises of reparations. Far from a “pity-party,” Black Americans have striven thus far without receiving any legitimate redress for the wrongs of enslavement while other groups who suffered at the hands of our government have received ample reparations (ie.: Veterans, Native Americans, Japanese Americans, etc.). So the questions emerging for discussion are: #1 Should African Americans receive reparations (why or why not), and if so #2, What form should the reparations take?
========================================
THIS SEMESTER’S THEME:
The Problem of Wealth: This means that in all of the readings and discussions, we will be concerned with the concept of Political Economy as motivators for historical change in Black America. Wealth is not simply having money. Being wealthy is the ability to gain money without using your own. And – most important in Black America – wealth is the ability to pass economic advantage down through the generations. Wealth is the inheritance of economic advantage. If, through race for instance, a group is deprived institutionally of wealth, then the economic disadvantages are multi-generational. For example: poverty affects educational opportunities which in turn reduce employability. Overall health can be impacted adversely and – in result – perpetuate poverty. And this represents only one simple example. The history of systems of bondage perpetuates economic disparity and historical disadvantage. The course also emphasizes economic rights as the next frontier for Black American success.
History 154 Course Learning Objectives (CLOs)
- Students will be able to demonstrate factual knowledge of key political, economic, social and cultural events and issues in early African American history.
- Students will be able to apply critical thinking (including causal analysis and skeptical inquiry) to historical concepts and developments in early African American history.
- Students will be able to evaluate, analyze and interpret primary and secondary historical sources and make historical arguments based on these sources about early African American history.
HOMEWORK (due each week)
A - Readings: listings and links on the readings from all sources that are due each week is below in the READING SCHEDULE. The Reading Response: history is a discussion in print. .Each week’s readings and assignments are discussed in writing during Summer in the form of a weekly quiz done online. ALL readings are required to be integrated into your quiz. < follow the link>.
B – Discussion: due weekly - This means discussion – talking – “verbal” or “discussion page” interaction – etc. is 30% of your grade. When you ask questions, when you discuss issues and video, when you talk among yourselves in class during a group project, or when you use any out of class tutorial it all counts. I have individual and group tutorial sessions available through the Tutorial Center. The Library & Learning Center has resources that can make or break an assignment. The Writing Center is open, as is the Office Administration Center -- all of these count.
TESTING AND ASSESSMENT
C – Midterm Essay: A five-paragraph essay will be due on the last class day of week #5. You will select the historical topic from a list that I provide. Instructions are linked into the schedule (below).
D – Final Exam: is your completed Course Learning Objectives (CLO). This will be done using a form called an Annotated Bibliography. By the end of the semester, you should have completed one (1) Annotated Bibliography sheet for each CLO. <follow the links>.
There is homework due weekly so familiarize yourself with the format
ACADEMIC CALENDAR
ONLINE HELPDESK http://www.mjc.edu/current/studentservices/waystolearn/online/index.html
GENERAL NOTES
READING SCHEDULE History 154
============================
5/05/2014 – 5/18/2014 - WEEKS 1 & 2: MODULE # 1 – READING COMPREHENSION
Activities and Objectives of this Module: This 2 – week Module requires students to begin critically reading history. Students should use the NOTES provided for the class as a guide for what to look for in the assigned readings. The objective is to become familiar with historical study.
Expected Outcomes: The expectation is that you will begin to be able to relate several sources of information to a set of historical ideas events and persons. At the end of the Module, you will be assessed on how well you can recognize POLITICAL ECONOMY, RACE, GENDER, CLASS, & SOCIAL / CULTURAL DEVELOPMENTS in the United States between 1865 and 1900.
Skill Building:
Notes “AFRICAN GEOGRAPHIC”
Read: The Introduction, and chapters 1 & 2 in the Smith text: Blacks in the Americas
Video or article: History, interpretation & causation.
No Mirrors: http://www.youtube.com/watch?v=GD57KULeIgg
Assessments
Paper: RACE, GENDER, CLASS, POLITICAL ECONOMY & CULTURE
========================================
5/19/2014 6/01/2014 - WEEKS 3 & 4: MODULE # 2 – HISTORICAL ANALYSIS
Activities and Objectives of this Module: In this 2 – week Module the student will begin honing the essential writing skills required for humanities and social sciences. History is a conversation about the analysis of documents. It is this analytical conversation that gives history meaning and relevance. This is where the student enters that conversation-in-print. Thesis, body, conclusion and bibliography as well as source citation for essay will be practiced.
Expected Outcomes: The student will learn to compose an analytical essay written on a topic selected by them from the list provided by the professor.
Skill Building
Notes: “Borderlands Culture”
Read: Chapters 3 & 4 in the Smith text: Blacks in the Americas
Video or article: Africans in the Americas (follow the rest of the series on youtube)
& Middle Passage (from Amistad)
Assessments
ESSAY
========================================
6/02/2014 - 6/15/2014 -WEEKS 5 & 6: MODULE # 3 – HISTORICAL ANALYSIS
Activities and Objectives of this Module: In this module each student will add to their overall body of the particulars of historical data. And, this will be done while broadening student assessment skills using multiple-choice evaluation. Facts, names and dates will be tested using scantron type mechanical objective tests for classroom students, while online students will do an e-version of multiple choice.
Expected Outcomes: The student will acquire confidence in their knowledge and retention of facts in historical inquiry. Student will improve test taking skills.
Skill Building
Notes: “Expansion of Slavery: Jefferson & Jackson”
Read: Chapters 5 & 6 in the Smith text: Blacks in the Americas
Video or article: Jefferson's Blood
& Sally Hemmings (professional video) and Sally Hemmings (a student video)
Underground Railroad (full documentary http://www.youtube.com/watch?v=H1NzFuunWO8)
Assessments
MULTIPLE CHOICE TEST
========================================
6/16/2014 - 6/29/2014 -WEEKS 7 & 8: MODULE # 4 – COURSE LEARNING OBJECTIVES
Activities and Objectives of this Module: In this Module each student will have approximately two weeks to complete her/his evaluation of the Course Learning Objectives (CLOs). Students will review historical documents, texts, articles, and video to match such sources to the CLOs.
Expected Outcomes: The production of a three-page (minimum) annotated bibliography evaluating sources relevant to the Course Learning Objectives.
Skill Building
Notes: “Pre Civil War Slave revolts”
Read: Chapters 7 & 8 in the Smith text: Blacks in the Americas
Video or article: Slave Revolts (lots on this page) See the movie: "12 Years a Slave.", or the movie “GLORY” (it used to be on Youtube)
“RECONSTRUCTION” http://www.pbs.org/wgbh/amex/reconstruction/
Assessments
ANNOTATED BIBLIOGRAPHY
========================================
6/30/2014 - 7/12/2014 - WEEKS 9 & 10: MODULE # 5 – DISCUSSION
Activities and Objectives of this Module: Each student will spend the final two weeks of the course in this Discussion Module. After each reading students should engage other students in discussion, Q and A and commentary on the readings – or on the comments of other students. The objective is to develop a dialog that should produce a historical world view.
Expected Outcomes: Students should become synthetic thinkers with practical communication and problem-solving skills.
Skill Building
Notes: “1865 – 1900: United States Segregates”
Read: Chapters 9 & pages 125 thru 141 and then chapter 15 in the
Smith text: Blacks in the Americas
Video or article:
“Buffalo Soldiers”
http://www.youtube.com/watch?v=WbcxZM32ZrQ
“Without Sanctuary: Black rights in Jim Crow America”
http://www.withoutsanctuary.org/movie1.html
“Reparations?”
http://www.youtube.com/watch?v=Q5XAvfgpesU
Assessments:
TOPICAL DISCUSSION: In the 21st Century Black Americans are one of the most politically successful ethnic groups in American history. Yet the problems associated with poverty continue to plague most African Americans. The question arises of reparations. Far from a “pity-party,” Black Americans have striven thus far without receiving any legitimate redress for the wrongs of enslavement while other groups who suffered at the hands of our government have received ample reparations (ie.: Veterans, Native Americans, Japanese Americans, etc.). So the questions emerging for discussion are: #1 Should African Americans receive reparations (why or why not), and if so #2, What form should the reparations take?
========================================