San Diego Community College District Course Syllabus

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BLAS 140A (50931) 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: MW, 11:10AM12:30PM 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. Davis, Angela. Women, Race, and Class, First Vintage Books Edition, 1983; ISBN 0-394-71351-6 2. Hine Darlene Clark, et.al., African Americans: A Concise History (Combined Edition 3/E), Prentice Hall, 2009, ISBN: 0136002781 3. Lapp, Rudolph, Blacks in Gold Rush California, Yale University Press (1995); ISBN 0300065450 4. Voeks, Robert. African Medicine And Magic In The Americas (Online Reading)

COURSE DESCRIPTION & STUDENT LEARNING OUTCOMES

An in-depth study of the African-American experience from African origins to the conclusion of the Civil War, with emphases on the Atlantic slave trade and American slavery, the African in the New World and the United States Constitution. Upon successful completion of the course the student will have gained experience in: 1. Discuss the main features of African culture prior to the enslavement of Africans in America. 2. Critically analyze evidence that suggest the presence of Africans in the Americas before Columbus, and compare and contrast aspects of African and Native American cultures. 3. Trace the course of African enslavement in the Americas and explain the European rationale for the enslavement of Africans. 4. Explain the importance of the mercantilism and the Atlantic economy in the development of the economic and social systems in the English colonies. 5. Analyze the role played by slave trade in the Atlantic trade, Industrial Revolution, and the development of European capitalism. 6. Discuss the role of African labor in the economies of the English colonies. 7. Describe the role culture, political institutions, and economic developments played in the emergence of representative government in the English colonies. 8. Discuss the development of colonial laws legalizing slavery and racial oppression. 9. Explain the role played by African Americans, on both sides of the conflict during the American Revolution, and the impact of Revolutionary ideas on the institution of slavery. 10. Discuss the philosophical ideas held by the framers on such questions as: the origins and purpose of government, the relationship between individuals and government, and the relationship between government and society. 11. Summarize the basic principles of the Constitution and the Bill of Rights, and identify fundamental American political values that flow from the Constitution. 12. Identify and discuss Constitutional provisions that legitimized slavery and racial oppression, and analyze the contradictions inherent in as society founded on the principles of freedom and equality, and the persistence of slavery and racial oppression. 13. Discuss the emergence of de facto and de jure racial discrimination in the post-revolutionary America and its impact on African Americans. 14. Explain why African Americans found it necessary to establish separate social, religious, educational, economic and cultural institutions after the Revolution and identify the specific institutions they founded. 15. Identify factors that account for the persistence of slavery after the Revolution and discuss the role that slavery played in western territorial expansion.

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16. Discuss the development of an African American culture and analyze its relationship with, and influences on, the European American culture. 17. Discuss the methods used by enslaved Africans to resist slavery and how this resistance led to the enactment of laws to suppress it. 18. Summarize the arguments of pro-slavery and anti-slavery advocates and explain the differences among anti-slavery groups such as the Abolitionists and the advocates of free soil. 19. Analyze the ideological, economic and political issues that led to the break up of the Union and the Civil War, and explain how slavery was at the core of the conflict between the North and the South. 20. Compare and contrast the resources and social experiences of the Union and the Confederacy during the war and explain the role and contributions of African Americans.

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. 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

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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 21, 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.

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

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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

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
*

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

**

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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.

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
UNIT 1: ANCIENT AFRICA AND THE ATLANTIC WORLD (3 WEEKS) WEEK DATE TOPIC ASSIGNMENT
Week 1 Week 2 Week 3 Aug 22 Aug 24 Aug 29 Sep 31 Sep 5 Sep 7 Intro Course Introduction: Ancient Africa African Survival in the New World Voeks (Handout) **LABOR DAY HOLIDAY** The Atlantic Slave Trade Hine, CH 2 Hine, CH 1

UNIT 2: AFRICANS IN THE AMERICAS THROUGH THE REVOLUTIONARY ERA (3 WEEKS)

Week 4 Sep 12 Sep 14 Sep 19 Sep 21 Sep 26 Sep 28 Introduction to Spanish Expansion Lapp, CH 1 Response Paper 1 Due Colonialism to Race Awareness to Racism Hine, CH 3 The Revolutionary Era Hine CH 4

Week 5 Week 6

UNIT 3: AFRICANS IN AN EXPANDING UNITED STATES (4 WEEKS)

Week 7 Oct 3 Oct 5 Oct 10 Oct 12 Oct 17 Oct 19 Oct 24 Oct 26 Who Are We The People? Davis, CH 1; Hine, CH 5 Response Paper 2 Due The Making of Black America Hine, CH 6; Black Women in Slavery in an Expanding Frontier Davis, CH 2 Constructing Free Life in the Post-Revolution Hine CH 7;

Week 8 Week 9 Week 10

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UNIT 4: REFORM, EXPANSION AND SECTIONAL STRIFE (4 WEEKS)

Week 11 Oct 31 Nov 2 Nov 7 Nov 9 Nov 14 Nov 16 African Americans in the Reform Era Abolition and Womens Rights Let Your Motto Be Resistance Video: The Underground Railroad The Black West Hine, CH 8; Davis CH 3 Response Paper 3 Due Hine, CH 9; Lapp, CH 3 Lapp, CH 5-6; Davis, CH 4;

Week 12 Week 13 Week 14

** Thanksgiving Holiday**

UNIT 5: THE CIVIL WAR AND RECONSTRUCTION (3 WEEKS)

Week 15 Nov 28 Nov 30 Dec 5 Dec 7 Dec 12 Dec 14 A Prelude to War Hine, CH 10; Lapp, CH 7 Response Paper 4 Due The Civil War Hine, CH 11; Lapp, CH 8-9 Reconstruction: The Meaning of Emancipation Hine, CH 12; Davis CH 5 Response Paper 5 Due

Week 16 Week 17