San Diego Community College District Course Syllabus

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BLAS 140B (50924) HIST U.S./BLACK PERSPECTIVES 2011 - FALL

INSTRUCTOR: DARIUS SPEARMAN TELEPHONE: (619) 388-3187 E-MAIL VIA BLACKBOARD OFFICE HOURS: MON & WED 9:30-11:00AM; TUE & THUR 11:05AM-12:35PM AND BY APPOINTMENT, ROOM A-1(E) CLASS MEETS: TTH, 9:35AM10:55AM FROM 8/22/2011 TO 12/17/2011; ROOM A215

ADVICE: English 51 and passing score on English 51 exit exam THIS SYLLABUS IS SUBJECT TO CHANGE.
Students will be notified of syllabus changes during a regularly scheduled class. It will be the students responsibility to ensure they possess the latest version of the class syllabus.

NOTE: Controversial subjects may be the topic of discussion or readings. WHATS INSIDE:
REQUIRED TEXTS ..................................................................................................................................................................... 2 COURSE DESCRIPTION & STUDENT LEARNING OUTCOMES .............................................................................................................. 2 COURSE REQUIREMENTS ........................................................................................................................................................... 3 ATTENDANCE AND GRADING ..................................................................................................................................................... 4 HONEST ACADEMIC CONDUCT ................................................................................................................................................... 5 DISABILITY SUPPORT SERVICES (DSS) STATEMENT ........................................................................................................................ 6 COURSE SCHEDULE .................................................................................................................................................................. 7

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REQUIRED TEXTS
1. Hine Darlene Clark, et.al., African Americans: A Concise History (Combined Edition 3/E), Prentice Hall, 2009, ISBN: 0136002781 2. Horne, Gerald. Black and Brown: African Americans in the Mexican Revolution, NYU Press; ISBN: 0814736734 3. Taylor, Quintard. In Search of the Racial Frontier. W.W. Norton; ISBN: 039-3-31-8893

COURSE DESCRIPTION & STUDENT LEARNING OUTCOMES

This course covers the history of the United States from Reconstruction to the present with emphasis on African American experience and contributions. It focuses on political, social, economic, cultural, and intellectual trends, the persistence of racism, and the struggle for full equality for all Americans. NOTE: The complete oneyear course of Black Studies 140A and 140B satisfies the graduation requirements in American institutions and California state government. Upon successful completion of the course the student will have gained experience in: 1. Analyze the politics of the post-Reconstruction period and discuss the Republican Party's abandonment of African Americans. 2. Trace the origins of the "Jim Crow" system, identify its social, political, economic and legal components and discuss the system's impact on African Americans. 3. Discuss the cultural, economic, social, educational and political struggles and accomplishments during the Jim Crow period and identify ideas, programs and tactics of key African American leaders. 4. Discuss the rise of the American Labor movement and illustrate how race affected the politics and economic achievements of the movement. 5. Analyze factors that account for the rise of "New Imperialism" and the world wide subjugation of non white nations, and explain implications for African Americans and overall race relations in the United States. 6. Trace the origins of the Progressive movement, identify the movement's local, state, national, and racial agenda, and analyze its political, social, and cultural impact on American life. 7. Analyze the causes of WWI, examine U.S. role in the war and discuss how African Americans were treated, both at home and in the military during the war. 8. Identify the causes of the large scale migrations of Blacks from the South to Northern cities, assess the impact of the migration, and describe the culture and political movements that emerged in the African American community as result of WWI and migrations. 9. Discuss the political, social, and economic developments between WWI and the Great Depression, and explain how these developments affected U.S. foreign policy and contributed to social and racial conflict. 10. Analyze the causes of the Great Depression and its political and economic effect on American society, and illustrate how the New Deal transformed American politics, in particular African American political orientation. 11. Identify the causes of WWII, describe the role and treatment of Blacks during the war, and explain how the war transformed the nature of Black struggle for freedom. 12. Discuss the origins of the Cold War, and analyze its impact on American foreign policy and on Black struggles for freedom.

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13. Discuss the Civil Rights Movement in the 1950s, 1960s, and 1970's, identify key leaders and organizations involved, and explain the movements effect on other social, economic and political reform movements of the period. 14. Summarize the accomplishments of African Americans as a result of the Civil Rights movement and assess the problems that were never resolved by Civil Rights laws. 15. Discuss the rise of Black militancy in the sixties and seventies, analyze the concept of Black Power and identify the goals of Black Nationalists. 16. Discuss social, political and economic developments between 1980 and the present, and analyze their impact on society in general and on African Americans in particular. 17. Describe the nature of California government focusing on the principles and processes of California constitution, explain the relationship between state and local government, and analyze how social, political, legal and economic developments have affected African Americans. 18. Interpret, analyze, evaluate, and synthesize primary and secondary reading assignments, and write essays that are clear and coherent, on important historical questions and issues.

COURSE REQUIREMENTS
This is a web enhanced course. We have created an online companion to this course that will allow you to communicate with your online community and access useful tools. After the first week of class you will be automatically enrolled in the Blackboard community. To log on: Login URL: http://online.sdccd.edu Username: CSID number Password = 8 digit birthdate: (mmddyyyy) 5 Response Papers (50 points each) Write a 500-700 word typed paper on a prompt to be determined in class. To adequately address each question, we would suggest a minimum of 3 main points explored in a fair amount of detail. The assigned readings should be sufficient to adequately address the topic, and should be the only materials referenced in your essays. DO NOT CITE FROM OUTSIDE SOURCES. Key points must be supported and cited with evidence from the required readings. You MUST cite from at least two sources per paper i.e. (Author, p. 10). Allow the material to speak to you and for you. Doing so should also permit you to be creative in how you piece the material together. Be SPECIFIC in your answer. Eliminate the following words from your vocabulary: this, these, that, they, its. Please see the Response Paper Grading Rubric for specific details on how you will be assessed for this assignment. Weekly Reading Journal (100 points) To prepare you for class discussion, each week you will be expected to come to class with your own Talking Points on the reading. 5-7 sentences should be adequate. Your thoughts and questions should demonstrate some degree of reflection on the material and should be intended to stimulate discussion, such as, The author makes an interesting point on page NOT In what year did the Reconstruction end? Be sure to cite a page reference with each point. Your Talking Points or journal will be turned on the due date for that weeks reading assignments. Journals MUST be typed. Handwritten journals will not be accepted.

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Class Discussion/Participation (50 Points) Much time will be spent in class for active discussion of the reading. Your attendance and participation in the discussion section, your ability to answer questions, and to initiate dialogue based on the required readings, will be graded. Each student is expected to have read the assignments and have given them careful thought. In class discussion will be based in part on a random check of preparedness. When asked What should we be talking about today? Your response should be along the lines of The author makes an interesting statement on page NOT Chapter 4. Additionally, group work will be factored into your class discussion grade. Honors Option (100 Points)* Write a 7-10 page research paper on the topic of your choice. Your paper should include no less than four print sources such as books or scholarly journals no more than two of those sources may be from texts used in the classroom. Please discuss and clear your topic with me by September 22, 2011. Computer Skills Advisory Enter level of computer skills expected or types of assignments requiring computer skills. (In most college courses students are expected to have a basic familiarity with computer terms and use: word processing, document manipulation, spreadsheets, email, and online services. These skills can be learned at any of the colleges or Continuing Education.)

ATTENDANCE AND GRADING

Attendance Requirements Active participation in the class requires that you be present. Students are expected to attend every class meeting, arrive on time, and stay throughout the class period. Class will be in session and the classroom door will be closed within ten (10) minutes of the scheduled start time. You may not enter the classroom once class is in session and anyone not seated at that time will be considered absent. Students may be dropped after four (4) unexcused absences OR after having missed four (4) assignments. Unexcused absences are at my discretion, so please keep me informed of any issues as they arise and allow me to help you work through them. It is the students responsibility to drop all classes in which (s)he is no longer attending. Deadline to drop classes with no W recorded is 9/6/2011. Withdrawal deadline is 10/28/2011. No drops may be accepted after this date. Students who remain enrolled in a class beyond the published withdrawal deadline, as stated in the class schedule, will receive an evaluative letter grade in this class.

Grading will be on a point scale and will be assigned as follows:

REGULAR SCALE
A B C D F = = = = < 400-360 Points 359-320 Points 319-280 Points 279-240 Points 240 Points

HONORS OPTION*
A B C D F = = = = < 500-450 Points 449-400 Points 399-350 Points 349-300 Points 300 Points

Please contact the Honors Department for details in room A1-N (619) 388-3512, or http://www.sdcity.edu/honors/.

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Points for individual assignments will be broken down as follows: Response Papers: 250 points Weekly Reading Journals: 100 points In-Class Discussion/Participation: 50 points Optional Honors Paper: 100*

Credit/No Credit Beginning Fall 2009, the title credit/no credit will change to pass/no pass in accordance with Title 5, section 55022. All assignments are considered due at the BEGINNING of the class period of the due date: LATE WORK WILL BE FORGIVEN ONCE (FOR ANY REASON) AFTER THAT NO LATE WORK WILL BE ACCEPTED**

HONEST ACADEMIC CONDUCT

Students are expected to be honest and ethical at all times in their pursuit of academic goals. Students who are found in violation of district Procedure 3100.3, Honest Academic Conduct, will receive a zero (0) grade on the assignment in question with no opportunity to make up the grade. Additionally students may be referred for disciplinary action in accordance with Procedure 3100.2, Student Disciplinary Procedures. This policy applies to all work submitted in class or online including, but not limited to, emails, discussion postings, assignments, essays, and exams.

Please contact the Honors Department for details in room A1-N (619) 388-3512, or http://www.sdcity.edu/honors/.

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DISABILITY SUPPORT SERVICES (DSS) STATEMENT

Please meet with me to discuss any academic accommodations that may be necessary for students with disabilities. An alternate from of this syllabus and other class handouts is available upon request. Further accommodations can be made upon arrangement with myself and the Department of Disability Support Programs and Services (DSPS), Room A-115 (619) 388-3513

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COURSE SCHEDULE
WEEK
Week 1 Week 2 Week 3

UNIT 1: THE UNFINISHED REVOLUTION (3 WEEKS) DATE TOPIC ASSIGNMENT

Aug 23 Aug 25 Aug 30 Sep 1 Sep 6 Sep 8 Intro Blackboard Demo The Unfinished Revolution, 1860-1896 Hine, CH 14 Assessment of Reconstruction THE UNFINISHED REVOLUTION, 1860-1896* Taylor, CH 4-5 Hine, CH 13

UNIT 2: BUILDING AN EMPIRE (3 WEEKS)

Week 4 Sep 13 Sep 15 Sep 20 Sep 22 Sep 27 Sep 29 Savage Acts: Wars, Fairs, and Empire Blacks and Manifest Destiny The Cry Was Unity (Part 1) Hine, CH 15 Video: Discharged Without Honor Horne, CH 5-7 Horne, CH 2-4 Response Paper 1 Due

Week 5 Week 6

UNIT 3: THE HARLEM RENAISSANCE WWII (3 WEEKS)

Week 7 Week 8 Week 9 Oct 4 Oct 6 Oct 11 Oct 13 Oct 18 Oct 20 The Harlem Renaissance WWII (1920-1940) The Cry Was Unity (Part 2) Hine, CH 18 Scottsboro: An American Tragedy Hine, CH 19 Taylor, CH 8 Hine, CH 17 Response Paper 2 Due

UNIT 4: CIVIL RIGHTS (4 WEEKS)

Week 10 Week 11 Week 12 Week 13 Oct 25 Oct 27 Nov 1 Nov 3 Nov 8 Nov 10 Nov 15 Nov 17 The Second Gold Rush Video, Eyes on the Prize: Awakenings Hine, CH 20 Video, Eyes on the Prize: The Time Has Come Video, Eyes on the Prize: The Time Has Come (Cont.) Video, Eyes on the Prize: A Nation of Law? Hine, CH 21 Hine, CH 22 Taylor, CH 9 Response Paper 3 Due

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** Thanksgiving Holiday**

UNIT 5: COMPLETING THE REVOLUTION (3 WEEKS)

Week 15 Week 16 Week 17 Nov 29 Dec 1 Dec 6 Dec 8 Dec 13 Dec 15 Video, The Bastards of the Party Race vs. Gender: Femiphobia and Homophobia Black Politics, White Backlash Taylor, CH 10 & Conclusion Response Paper 4 Due Hine, CH 23 Hine, CH 24 Response Paper 5 Due

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