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San Diego Community College District Page 1

Course Syllabus

BLAS 140B (84586)


HIST U.S./BLACK PERSPECTIVES
2010 - FALL

INSTRUCTOR: DARIUS SPEARMAN


TELEPHONE: (619) 388-3187
E-MAIL VIA WEBCT

OFFICE HOURS: MON & WED 9:30-11:00AM;


TUE & THUR 11:05AM-12:35PM
AND BY APPOINTMENT,
ROOM A-1(E)

CLASS MEETS: TTH, 9:35AM–11:00AM


FROM 8/23/2010 TO 12/18/2010;
ROOM A215

Welcome to a multicultural dialogue. In this class we will examine US History from a dual Black and
Chican@ perspective by exploring the common experiences of our communities. You will receive credit
for the class you have enrolled in (either BLAS 140B or CHIC 141B), yet you will learn about both
the Black and Chican@ experiences, and will have the opportunity to interact in groups with students
from both classes.

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.

WHAT’S INSIDE:
REQUIRED TEXTS ...................................................................................................................................... 2
COURSE DESCRIPTION & STUDENT LEARNING OUTCOMES ..................................................................... 2
COURSE REQUIREMENTS........................................................................................................................... 3
ATTENDANCE AND GRADING .................................................................................................................... 4
HONEST ACADEMIC CONDUCT ................................................................................................................. 6
DISABILITY SUPPORT SERVICES (DSS) STATEMENT ................................................................................ 6
COURSE SCHEDULE ................................................................................................................................... 8
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Course Syllabus

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 one-year 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.
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Course Syllabus

12. Discuss the origins of the Cold War, and analyze its impact on American foreign policy
and on Black struggles for freedom.
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.
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Course Syllabus

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 9/24/2010.

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 week’s 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 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.

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.

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

It is the student’s responsibility to drop all classes in which he/she is no longer attending (for
on campus classes).
• Deadline to drop classes with no “W” recorded is 9/3/2010.
• Withdrawal deadline is 10/29/2010. 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 HONORS OPTION*
A = 400-360 Points A = 500-450 Points
B = 359-320 Points B = 449-400 Points
C = 319-280 Points C = 399-350 Points
D = 279-240 Points D = 349-300 Points
F < 240 Points F < 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 accordan
ce 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 **

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

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.

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 Syllabus
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Course Syllabus

COURSE SCHEDULE

UNIT 1: THE UNFINISHED REVOLUTION (3 WEEKS)


WEEK DATE TOPIC ASSIGNMENT
Week 1 Aug 24 • Intro
Aug 26 • Blackboard Demo & Mixer* Hine, CH 13
Week 2 Aug 31 • BLACKS IN THE NEW SPAIN *
Sep 2 • The Unfinished Revolution, 1860-1896 Hine, CH 14
Week 3 Sep 7 • Assessment of Reconstruction
Sep 9 • THE UNFINISHED REVOLUTION, 1860-1896* Taylor, CH 4-5

UNIT 2: BUILDING AN EMPIRE (3 WEEKS)


Week 4 Sep 14 • Savage Acts: Wars, Fairs, and Empire *
Sep 16 • Blacks and Manifest Destiny Horne, CH 2-4
Response Paper 1 Due
Week 5 Sep 21 • Film, 9500 Liberties (Seville Theater)*
Sep 23 • The Cry Was Unity (Part 1) Hine, CH 15
Week 6 Sep 28 • WHAT SIDE ARE YOU ON? MEXICAN REVOLUTION & BLACK
NATIONALISM *
Sep 30 • Video: Discharged Without Honor Horne, CH 5-7

UNIT 3: THE HARLEM RENAISSANCE – WWII (3 WEEKS)


Week 7 Oct 5 • The Harlem Renaissance – WWII (1920-1940)
Oct 7 • POLITICAL ART IN THE BLACK AND CHICAN@ COMMUNITIES Hine, CH 17
IN THE 1920S-1930S* Response Paper 2 Due
Week 8 Oct 12 • The Cry Was Unity (Part 2)
Oct 14 Hine, CH 18
• THE RECONSTRUCTION KKK VS. MINUTE MEN*
Week 9 Oct 19 • Scottsboro: An American Tragedy
Oct 21 Hine, CH 19
• The Great Migration and WWII
Taylor, CH 8

UNIT 4: CIVIL RIGHTS (4 WEEKS)


Week 10 Oct 26 • BRACERO PROGRAM VS AFRICAN AMERICAN WARTIME
MIGRATION*
Oct 28 • Video, Eyes on the Prize: Awakenings Taylor, CH 9
Response Paper 3 Due
Week 11 Nov 2 • Video, Eyes on the Prize: The Time Has Come
Nov 4 • Video, Eyes on the Prize: The Time Has Come (Cont.) Hine, CH 20
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Week 12 Nov 9 • CIVIL RIGHTS/CHICAN@ MOVEMENT*


Nov 11 • Video, Eyes on the Prize: A Nation of Law? Hine, CH 21
Week 13 Nov 16 • GOVERNMENT REPRESSION: ZOOT SUIT
RIOTS/COINTELPRO*
Nov 18 • Video, The Bastards of the Party* Hine, CH 22
Week 14 Nov23-25 ** Thanksgiving Holiday**

UNIT 5: COMPLETING THE REVOLUTION (3 WEEKS)


Week 15 Nov 30 • Race vs. Gender: Femiphobia and Homophobia

Dec 2 Taylor, CH 10 &


• Black Politics, White Backlash
Conclusion
Response Paper 4 Due
Week 16 Dec 7 • IMMIGRATION/BORDERS AND PRISON INDUSTRIAL COMPLEX
Dec 9 • CONSERVATIVE BACKLASH: ARIZONA: RACIAL PROFILING Hine, CH 23
Week 17 Dec 14 • Video: Dos Americas* Hine, CH 24; Bacon
(Handout)
Dec 16 Response Paper 5 Due