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AMH 2091 - 005 Introduction to African American History Fall Semester 2012 Instructor: Dr. Darius J. Young Office: Tucker Hall Room 405 Office Hours: Tuesday 2 p.m. 4 p.m. and Wednesday 12 p.m. 4 p.m. p.m. 5:00 p.m. Other times by appointment E-Mail: darius.young@famu.edu (This is the best way to contact me) Phone #: (850) 412-5561 Class Meetings Tuesday and Thursday- 12:30 p.m. 1:45 p.m. Benjamin L. Perry Building Room 208 August 27, 2012 December 7, 2012 Course Description AMH 2091 is an introduction to the African-American experience from slavery to present. The course examines the African Diaspora and the African-American experience during colonial and ante-bellum slavery, the Civil War, emancipation and reconstruction. This course will also examine the African-American experience from reconstruction to present including Black Reconstruction, the Jim Crow South, the Civil Rights Movement, the Black Power movement, African-American leaders, and contemporary issues facing the African American community.

Student Learning Outcomes Upon successful completion of this course students will be able to: Compare the various points of views regarding the Trans-Atlantic Slave Trade. Identify how historical events have positively or negatively affected the African American experience. Examine how political, social and cultural movements in the Unites States have affected the African American experience. Analyze different historical arguments made by scholars thematically: AfricanAmericans during the creation of Peculiar Institution; the Slave Community; African Americans and the Civil War; and Post Civil War Reconstruction; the Jim Crow era; the Progressive Era; the Age of the New Deal; the emergence of the New Negro; and the Civil Rights Movement. Analyze case studies and take a side on a given issue, and provide a scholarly response in an academically sound, definitive, and creative way.

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Required Books Darlene Clark Hine, The African- American Odyssey Combined Volume: A Custom Edition for Florida A&M University (Upper Saddle River: Pearson Education, Inc., 2011). David H. Jackson Jr., and Canter Brown eds., Go Sound the Trumpet!: Selections in Floridas African American History (Tampa: University of Tampa Press, 2005). Students with Disabilites Students with disabilities covered by the Americans with Disabilities Act should follow these steps: (1) Provide documentation of their disability to the FAMU student disability resource center. (2) The first week of class, bring a statement from the FAMU student disability resource center to your instructor indicating that you have registered with FAMU student disability services. The statements should indicate the disability and the special accommodations that will be required. Professional Standards Please adhere to these basic expectations for the classroom and communication: Turn off your cell phone before class. Arrive on time and stay in your seat until class is finished. Respect me and your classmates with your attention and courtesy. A successful class depends upon the mutual trust, respect, and energy of all its participants. I will ask you to leave the classroom if you engage in disrespectful behavior. When you leave a telephone message, speak slowly, identify yourself, and leave your contact information. When you write an e-mail, include a salutation (Dear Professor), use proper grammar and punctuation, and identify yourself (Sincerely, Bob Terwiliger). The informal standards of e-mails with friends do not apply to professional communication. Academic Dishonesty Academic dishonesty is defined as all acts of cheating, plagiarism, forgery, and falsification. The term "cheating" includes, but is not limited to: using any unauthorized assistance in taking quizzes or tests using sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments acquiring tests or other academic material before such material is revealed or distributed by the instructor misrepresenting papers, reports, assignments or other materials as the product of a student's sole independent effort failing to abide by the instructions of the proctor concerning test-taking procedures influencing, or attempting to influence, any University employee in order to affect a student's grade or evaluation any forgery, alteration, unauthorized possession, or misuse of University documents The term "plagiarism" includes, but is not limited to: the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full or clear acknowledgment the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials.

Evaluation Students final grade will be determined by the cumulative percentage he/she earns from the standards listed below. The final evaluation will be based on: Class Participation = 5% Go Sound the Trumpet Writing Portfolio = 20% Exam #1 = 25% Exam #2 = 25% Exam #3 = 25% Grading Scale Grades will be based on the following standards: A = 90% or higher B = 80% 89% C = 70% - 79% D = 60% - 69% F = 59% or lower Class Participation This grade is based upon your attendance, your participation in discussions, and your willingness to participate in the collective writing process during class sessions. I will take attendance, and your grade will suffer if you miss all or part of any class. Because the class depends so much on discussion and peer feedback, I will also evaluate you on these factors. Attendance Policy Each student is expected to be to class on time. For every two times a student is late it will count as one unexcused absence. Each student is allowed three unexcused absences. If a student exceeds three unexcused absences the professor reserves the right to fail that student for the course. Excused Absence- The student is required to obtain, complete and submit an excused absence request form to his/her Dean when a class absence has occurred. The request form must be completed and submitted within five days of the student return to class or campus. The student is required to make up the work within five days of receiving his/her university excuse. Go Sound the Trumpet Writing Portfolio Certain weeks you will be assigned an article to read from Go Sound the Trumpet (see the schedule in the syllabus). Each student is required to read and analyze the article and be prepared to discuss its content in class. Each student will also be required to complete five separate two-page reaction papers to the articles over the course of the semester. On Thursday November 15, 2012 during class, you will pass in your complete portfolio in a folder. See the writing guide in this syllabus for specifics on how to approach the reaction papers. Late assignments will not be accepted without a university excused absence You will receive one of threes grades on these essays: Check: a satisfactory essay that demonstrates the students understanding of the article assigned Check-minus: substandard work that needs major improvement Zero: an inadequate essay, or a failure to pass in any essay at all

Go Sound the Trumpet Writing Guide A reaction paper is different from an article summary. Integrate your ideas and reactions to the articles you read. But try to go beyond, I liked it, It was interesting, or It was boring. Make more perceptive and substantive comments that indicate how the readings enlarged your awareness and understanding of the historical matter being discussed. (NOTE: Plagiarism will result in an automatic F) They should also follow a specific format: Formatting: Type your name in the upper left corner along with the class and section number. Type the title of the article at the top of the page. Center it. Use left-hand margins. Use double spacing, a regular font and size, and normal margins. Citations: Footnotes or endnotes are not necessary. After a quotation, just put the page number in parentheses. Since you are quoting only from Go Sound the Trumpet, no other citation is needed. o Example: I was now exceedingly miserable, wrote Equiano, and thought myself worse off than any of the rest of my companions. (11) He felt alienated from his fellow captives. Use quotations judiciously. Quotations are effective, but overuse diminishes your authority. Style: Avoid sentence fragments. o Example: The man who enslaved Equiano. Avoid run-on sentences. Avoid slang or informal language. Avoid any sentence that does not sound correct when read aloud. Avoid plagiarism. Plagiarism is the use of another persons words without using quotations and citing the source. See syllabus section on academic dishonesty. Plagiarizing essays will result in an F for the essay and the course. Course Outline: Week One: (8/27 8/31) Introduction; Africa and Black Americans Read: Hine Chapter 1 Week Two: (9/3 9/7) Africa; Slave Trade/Middle Passage Read: Hine Chapter 1 and Chapter 2 Week Three: (9/10 9/14) Colonial Slavery Read: Hine Chapter 3 - 4 Read: Go Sound the Trumpet A Troublesome Property: Master-Slave Relations in Florida, 1821-1865, by Larry E. Rivers

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QEP: Is Racism a Permanent Feature of American Society? PP. 171-192. Due Friday September 14, 2012 on Safe Assign by midnight. Week Four: (9/17 9/21) Cotton Kingdom Read: Hine Chapter 6 Week Five: (9/24 9/28) Thursday, September 23, 2012, Exam #1 Read: Hine Chapter 11 Week Six: (10/1 10/5) Civil War Read: Hine Chapter 11 Week Seven: (10/8 10/12) The Promise of Reconstruction Read: Hine Chapter 12 Week Eight: (10/15 10/19) The Failure of Reconstruction Read: Hine Chapter 13 Read: Go Sound the Trumpet The Rise of Black Student Consciousness in Tallahassee and the State of Florida by Theodore Hemingway, by Theodore Hemingway Week Nine: (10/22 10/26) Watch CSA film Week Ten: (10/29 11/2) Thursday, November, 1, 2012, Exam #2 Week Eleven: (11/5 11/9) Jim Crow Read: Hine Chapter 14 - 15 Read: Go Sound the Trumpet Strange Fruit: An Overview of Lynching in America, by Tameka Bradley Hobbs QEP: Did Hurricane Katrina Expose Racism in New Orleans? PP. 210-223. Due Thursday Novemeber 19, 2012 on Safe Assign by midnight. Week Twelve: (11/12 11/16); Early Black Activism Read: Hine Chapter 16 The Go Sound the Trumpet Writing Portfolio is due in class on November 15, 2012. No late assignments will be accepted. Week Thirteen: (11/19 11/23) New Negro/Blacks and Great Depression Read: Hine Chapter 17 - 18 Week Fourteen: (11/26 11/30) Civil Rights Read: Hine Chapter 21 Week Fifteen: (12/3 12/7) Thursday, December 6, 2012 Exam #3 * Instructor reserves the right to make changes to the schedule. He will notify the students in a timely manner if any changes are made.

Course Description for the Quality Enhancement Plan (QEP) Enhancing Perfomance in Critial Thinking. All incoming freshmen are required by Florida A&M University to satisfy the requirements for the QEP. You will not receive a formal grade fom your professor in regards to your QEP assignments; however, the university mandates that students satisfy all requirements for the QEP including attending the Freshman Critical Thinking Series. I will turn in your writing assignments to the QEP office and keep records of the students who did and did not complete their assignmtents. Specific Critical Thinking Learning Outcomes based on revised Blooms Taxonomy: 1. Identify, gather and process information: Student consistently gathers and organizes significant and relevant data to generate new information and make a new argument. 2. Analyze information: Student consistently demonstrates the ability to dissect/critique the major arguments, determining how the arguments relate to each other and to an overall structure or purpose in order to discover, examine, and clarify positions. 3. Evaluate information: Student consistently critiques unsupported claims; consistently identifies fallacious reasoning and rhetoric by drawing attention to its flaws; consistently and correctly judges an arguments completeness and validity in a persuasive fashion; consistently appraises and discriminates between multiple relevant and credible sources. 4. Make informed judgments about the validity of information and arguments of others: Student consistently appraises and critiques evidence and the source of evidence to establish that the credibility of claims and arguments are accurate and clear, and consistently relies on an uses authoritative sources. 5. Solve problems by generating logical arguments: Student consistently provides a logical conclusion that uses relevant and authoritative information/data to support findings. Students must write/type two 1,000 word essays that relate to two of the case study Issues listed below from the book Taking Sides: Clashing Views in Race and Ethnicity. Failure to complete the writing assignments will result in a U (unsatisfactory) for the semester. These assignments will be due on the dates listed below. This assignment is separate from your Go Sound the Trumpet Writing Assignments. I will provide scanned copies of the two essays on blackboard. Each student will upload a copy of their essays via Blackboards Safe Assign on the appropriate date. More instructions of how to upload your essays will be provided by the instructor in class. Case Studies:

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Issue 9 Is Racism a Permanent Feature of American Society? PP. 171-192. Due Thursday September 14, 2012 by midnight Issue 11 Did Hurricane Katrina Expose Racism in New Orleans? PP. 210-223. Due Thursday Novemeber 9, 2012 by midnight. Both case studies will be assessed using the Universitys uniform critical thinking rubric. Case Study Questions to accompany Grading Rubric A. Summarize both case studies briefly and incorporate new/additional outside information/sources that support your position and strengthens your argument. Outside of what you read, develop new examples that further advance your position on the given topic. (Correlates with #1 above). B. Critique the major arguments of the case study and explain how they relate to each other and to an overall theme. Also, discuss how your analysis has allowed you to discover, examine, and clarify positions presented by both authors. (Correlates with #2 above). C. Thoroughly critique all unsupported claims in both case studies, then identify examples of fallacious reasoning by the authors. Next, if you agree with an author(s), persuasively judge the completeness and validity of his/her argument. Finally, appraise and discriminate between the sources the authors used and comment on their credibility. (Correlates with #3 above). D. Provide biographical information on the author. Who is he/she? Where was he/she educated? What other scholarly articles and/or books have they written? Are they currently teaching? If so, where? Explain and discuss in detail the sources that were used to construct the authors essay. For example, did he/she use primary sources such as newspapers, diaries, oral interviews, and government documents? Or did he/she use secondary documents such as journals, books, etc? Or did he/she use a combination of primary and secondary sources? (Correlates with #4 above). E. Did the information within the required readings add significantly to your knowledge and if so, in what ways? If not, why not? What subject was the focus of this case study? Please substantiate your answer with information from within the reading. (For example, did the case study focus on political, social, economic, religious or some other issue(s)? (Correlates with #5 above). Freshman Critical Thinking Seminar Series: Please attend all of the scheduled seminars. They are designed primarily for all freshmen (however all students can benefit from the seminars) at FAMU. Attendance is mandatory for all first-time in college freshman by the QEP office and the University.