CONCORDIA COLLEGE:

History 313: Black American History

CRN 17355 (4 credits)
Tuesdays and Thursdays 2:40-4:20 pm
Old Main 301

Instructor: Stacy M. Reikowsky, ABD Office Hours: T/R 4:30-

5:30 pm
Office: Old Main 405 and by appointment
Contact: sreikows@cord.edu

The black revolution is much more than a struggle for the rights of Negroes. It is
forcing America to face all its interrelated flawsracism, poverty, militarism, and
materialism. It is exposing evils that are rooted deeply in the whole structure of our
societyand suggests that radical reconstruction of society is the real issue to be
faced.
--Martin Luther King Jr., A Testament of
Hope, 1986

We must remember that the struggle for our rights is not a struggle for one day, or
one year, or one generationit is the struggle of a lifetime, and one that must be
fought by every generation.

--Sen. Bernie Sanders (I-Vt.), 2015

Course Description

Welcome to History 313, Black American History as seen through the lens of The
Long Civil Rights Movement. The history of race in the United States embodies a
complex series of fluid events, ideas, responses, and scholarly materials. It is our
goal, as a class, to sort through the historical implications through a chronological
study of scholarly readings, primary sources, and multi-media films ranging from
the humorous to the more poignant, defining moments within the historical context
of the black American experience. I encourage every student to sharpen their
senses to the roles of agency, empathy, and historical memory when analyzing and
responding to the materials presented in this course. As a result, students will
likewise gain a better understanding of the HUMAN experience regardless of race,
color, class, or creed. Few can accurately describe the field and study of black
history as neat, easy, or readily understandable. Therefore, I invite everyone
to pay careful attention to notions like freedom, democracy, liberty, and
race to see how such ideas and institutional practices transform across our
landscapes of both black and American accounts of the past. We will be exploring
the watershed moments and a larger narrative that spans numerous decades
including slavery in the New World and Colonial Era, early revolution and rebellion,
the American Civil War, Reconstruction, Jim Crow, and Twentieth-Century civil rights
and race progress. We will consider a number of historical facets of investigation,
including the portrayal of blacks in film, the primary documents that stem from
specific people and events, and current academic scholarship to better inform our
ideas and understanding of the debate that surround our field of inquiry for the
course.

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It is my desire for all students to feel welcome to speak their minds as honestly, yet
thoughtfully as possible. Most importantly, my goal is not to tell you what to think
about the course materials or historical elements as a whole, but to help you come
to your own informed conclusions. At the end of the course students should be able
to recognize a historical argument when they see one, be familiar with the most
important people, ideas, and events of the black American experience, and
understand their significance for today. Students in this course will participate
actively in their education. They will engage the instructor and each other in
classroom discussion and write regularly about what they are studying and thinking.

Please note: This syllabus is your contract with me, the instructor, for the
semester. By enrolling in this class you agree to the policies and requirements set
out below. These terms are non-negotiable and will remain in effect for the duration
of the semester. If you have any questions about anything in this syllabus, please
ask.

Required Textbooks

o Kelley, Robin D. G., and Earl Lewis. 2005. To Make Our World Anew: Volume I: A
History of African Americans to 1880. 1 edition. Oxford University Press, USA.

o Kelley, Robin D. G., and Earl Lewis. 2005. To Make Our World Anew: Volume II: A
History of African Americans Since 1880: 2. 1 edition. Oxford University Press,
USA.

o Klarman, Michael J. 2007. Brown v. Board of Education and the Civil Rights
Movement. Oxford; New York: Oxford University Press.

o Painter, Nell Irvin. 2011. The History of White People. Reprint edition. New York: W.
W. Norton & Company.

Learning Objectives

The objectives of this course include:

o To gain factual knowledge about the period under discussion
o To develop the specific skills and points of view needed by historians
o To improve skills needed for evaluate primary source materials
o To learn to recognize, analyze and critically evaluate ideas, arguments,
and points of view, including changing notions of race and flashpoints
of contention
o To generate, both written and oral, historical narratives, fact-based
arguments, and historical interpretations
o To communicate historical understandings as an individual and within a
group setting
o To facilitate sustained dialog based on the materials used to inform our
understanding of the black American past

Classroom Policies

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All students are expected to observe basic tenets of common decency and
acceptable behavior conducive to a positive leaning environment. During class time,
I expect your undivided attention. This means turning off cell phone, pagers, iPods,
and other devices, and putting away newspapers and other forms of distraction, for
the duration of the class period. Please come to class on time and plan to stay for
the entire period. Coming late and/or disrupting the learning environment shows
disrespect for your instructors, your colleagues, and the educational endeavor in
which you are engaged. If you must leave early, please let me know at the
beginning of class. I can be very understanding of problems that might arise over
the course of the semester, but only if I know what is going on with you. I
encourage you to stop by during office hours, to get to know me, and to keep me
informed of any issues you might have that would affect your performance in this
class.

Special Accommodations

Students with disabilities or other special needs who require accommodation in this
course are encouraged to speak with me as soon as possible to make appropriate
arrangements for these accommodations.

Academic Honesty

All work in this course must be completed in a manner consistent with the 2015-
2016 Concordia College Catalog and the Colleges Handbook on Academic Integrity,
Dishonest, and Pagarism available online at:
https://www.concordiacollege.edu/handbook/student-handbook/academic-policies/.

In all courses, I expect that all work that you do and turn in is your own. No form of
plagiarism, cheating, collusion or any other form of academic dishonesty will be
tolerated. Plagiarism is defined as deliberately taking the words or ideas of
someone else and passing them off as your own. Cheating is obtaining
unauthorized assistance on any assignment. Collusion is the selling of academic
products with the intention that they be submitted to satisfy an academic
requirement. Students are expected to uphold and support the highest academic
standards at all times. Any student found guilty of academic dishonesty will fail the
assignment in question, may fail the entire course, and may be subject to
disciplinary action by the University. Any form of academic dishonesty will result in a
failing grade for this course and may be subject to disciplinary action by the
University. If you are ever unclear about what constitutes plagiarism or academic
dishonesty, please ask; I want to ensure that students are clear and comfortable
when navigating the requirements and standards set in the course and the
institution as a whole.

Course Requirements and Assignments

Attendance
o Attendance at each class meeting is expected. Attendance will
count toward 10% (100 points) of your final grade. You will be
allowed up to three (3) unexcused absences without penalty,
whereupon the fourth unexcused absence will result in a

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retroactive deduction (15 points) and 4 points per absence

thereafter.

Your participation, an additional component to your attendance grade, will be

guided by the following rubric:
o A = Always prepared, frequently participates, rarely absent
o B = Always prepared, participates only when called on, rarely absent
o C = Usually prepared, rarely speaks, rarely absent
o D = Often unprepared, several absences

The instructor reserves the right to adjust attendance points according to

participation during class.

You are responsible for all material covered in our class meetings, regardless of your
physical presence in the room. Students are expected to come prepared to engage
with and discuss the assigned material. This means preparing the assignment
before class and bringing the reading material with you to class. Only the course
instructor can excuse a student from course responsibilities. I expect all students to
participate in our class discussions and to contribute their thoughts, ideas, and
questions to our collective exploration. I especially encourage you to bring your
questions to class. I will create, and expect you to uphold, an intellectual
environment in the classroom where we can listen to and consider others
arguments and opinions with an open mind and where we respect viewpoints other
than our own.

Assignments

Primary Source Analyses

o Students will complete four (4) analysis worksheets on primary sources
pertinent to the time period being studied. Acceptable sources will be
provided by the instructor and available in the course site on Moodle
as will the worksheet itself. Each analysis will be due in class as hard
copies on the dates listed in the course calendar and can be used to
contribute to the classroom dialog. These primary source worksheets
will be worth 10% (100 points) of your final grade. Additional
instructions on how to successfully fulfill this requirement will be
forthcoming.

Discussion Leading and Contribution

o There will be five (5) opportunities to formally engage in class
discussion, four of which will require specified leaders (to be
assigned by the fourth week of class) as part of each students
contribution component. Leaders will be expected to formulate
open-ended questions aimed at guiding the class through an
analysis of the film and materials under examination, while
students not heading the discussion are each expected to help
facilitate the conversation and support the conversation generated
by leaders as part of the total grade component. Students can
approach discussion leading from a variety of ways, including
debate questions, reaction solicitation, and individual

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interpretation. I will make additional information available regarding

some ideas on how to lead and contribute on assigned discussion
days as there will be five (5) required exercises worth 10% (100
points) of your final grade, one of which you will be leading.

Readings Responses
o Students are expected to maintain engagement with the assigned
readings each week and be ready to discuss them during class
meetings as it will help generate continuity with all materials, themes,
and understanding throughout the course. The readings will also
provide the opportunity for us to answer any questions or clear up any
confusion. As a result, in lieu of formalized examinations or objective
quizzes to test ones working knowledge, students will complete five
(5) written responses (generally 1-3 typewritten pages) to their
readings at various points in the course. Responses will be due in class
as hard copies on the dates listed in the course calendar and will count
towards 15% (150 points) of your final grade, with the possibility for an
extra credit response available at the end of the course. Additional
instructions on how to successfully fulfill this requirement will be
forthcoming.

Film/Unit Reaction Paper

o As part of a larger analysis of all materials, including popular
feature films that we will view in their entirety and the
subsequent in-class discussions, students will be given a
response prompt following each film and are required to offer
their reaction in a 3-5 page essay. There are four (4) essays total
worth 35% (350 points) toward your final grade. Students will be
expected to incorporate themes from both the film as well as the
readings corresponding to each section to craft a sound and
convincing response. Additional instructions on how to
successfully complete each essay will be forthcoming.

Final Digital Media/Film Project

o Given that we will use film and media as a cornerstone for the course,
students will also form groups and will be required to make and
present, during finals, their own short film based on a selected topic,
theme, person, etc. (the instructor will provide a list of suggestions)
relating to the course. Students can utilize a number of styles,
including documentary, Ken Burns Effect, or even a silent-film
narrative just to name a few, many of which we will study throughout
the course. Groups will then present their work at the final exam as
part of a class film-fest. The film project is worth 20% (200 points) of
your final grade. Additional information, group assignments, and
specific instructions will be forthcoming.

Grade Breakdown: Your grade for the class will be composed of the above
elements, broken down as follows:

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Attendance and Participation .10% (100

points)
Primary Source Analyses (4@25 points each)10% (100
points)
Discussion Leading and Contribution (5@20 points each)...10% (100
points)
Readings Response (5@30 points each).15% (150
points)
Film/Unit Reaction Paper (4@90 points each)35% (350
points)
Digital Media/Film Project....20% (200
points)

Your final grades for all work and participation will be determined based on the
following rubric:
o A = (900-1000 points) Mastery of reading and class material; factual
accuracy; thoughtful, historical argumentation demonstrating ability to
synthesize and/or some originality of thought; technically clean
o B = (800-899 points) Good to excellent command of most reading and class
material; accuracy; good level of historical argumentation; reasonable thesis
statement and engagement
o C =(700-799 points) Good command of class material; accuracy; ability to
articulate a historical point of view, even if it is not compelling or is poorly
reasoned
o D = (600-699 points) Poor command of required assignments; errors;
ahistorical or narrow reasoning

Please note: To pass this class, all assignments must be turned in. Failure to turn in
any assignment listed above by the end of the semester will result in a failing grade
on that assignment. All assignments are due on the date listed in the Course
Schedule below. Late assignments may be accepted only with the advance
approval of the instructors and will be assessed a penalty of 5 points for the first
late day and 10 points per additional business day for up to one (1) week; after that,
no work will be accepted without prior approval from the instructor. If you have a
problem with a due date because of a specific emergency, please notify me in
advance or plan to turn it in early. I can be very understanding and flexible with
you, but only if you come to talk to me in advance.

Course Schedule
Week Topic Readings Assignment
and
Discussion
Due Dates
Week 1 Course Introduction Begin reading The
8/27 (R) Long Civil Rights
Movement

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(available on
Blackboard) and
preface from To
Make Our World
Anew, vol. 1
Week 2 The Long Civil Rights Finish reading The (R): Graded
9/1 (T) and 9/3 (R) (T): Lecture Long Civil Rights discussion
(R): Group Movement and To
Discussion Make Our World
Anew preface
Week 3 The First Passage Read corresponding
9/8 (T) and 9/10 (T): Lecture chapter from To
(R) (R): Lecture Make Our World
Anew and begin
reading The History
of White People
Introduction and
Chapters 3-5
Week 4 Strange New Land Read corresponding (R): Reading
9/15 (T) and 9/17 (T): Lecture chapter from To Response due
(R) (R): Lecture and Make Our World
class discussion of Anew and The
readings History of White
People Chapters 8
and 9
Week 5 Revolutionary Read corresponding (R): Primary Source
9/22 (T) and 9/24 Citizens chapter from To Analysis #1 due
(R) (T): Lecture Make Our World
(R): Film: Amistad Anew and The
History of White
People Chapters 10
and 11
Week 6 Let My People Go Read corresponding (T): Graded
9/29 (T) and 10/1 (T): Student-led chapter from To discussion
(R) Discussion Make Our World (R): Film Reaction
(R): Lecture Anew and due
Week 7 Breaking the Chains Read corresponding (R): Readings
10/6 (T) and 10/8 (T): Lecture chapter from To Response due
(R) (R): Lecture and Make Our World
class discussion of Anew and The
readings History of White
People Chapter 13
and 14
Week 8 Civil War Reads items (R): Primary Source
10/13 (T) and (T): Lecture available on Moodle Analysis #2 Due
10/15 (R) (R): Film: Glory course page

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Week 9 Though Justice Read corresponding (T): Graded

10/20 (T) and Sleeps chapter from To discussion
10/22 (R) (T): Student-led Make Our World (R): Film Reaction
Discussion Anew and The due
(R): Lecture History of White
People Chapter 17-
19
Week 10 A Chance to Make Read corresponding
10/27 (T) and Good chapter from To
10/29 (R) (T): No Class Make Our World
(R): Films: Birth of a Anew and begin
Nation and Within reading Brown v.
Our Gates Board of Education
and the Civil Rights
Movement
Introduction-Chapter
3

Week 11 From a Raw Deal to Read corresponding (R): Reading

11/3 (T) and 11/5 a New Deal? chapter from To Response due
(R) (T): Lecture Make Our World
(R): Lecture and Anew and Brown v.
class discussion of Board of Education
readings and the Civil Rights
Movement Chapter
4-6

Week 12 Brown v. Board of Brown v. Board of (R): Primary Source

11/10 (T) and Education Education and the Analysis #3 Due
11/12 (R) (T): Lecture Civil Rights
(R): Film: The Road Movement Chapter 7
to Little Rock and 8

Week 13 We Changed the Read corresponding (T): Graded

11/17 (T) and World chapter from To discussion
11/19 (R) (T): Student-led Make Our World (R): Film Reaction
Discussion Anew and Brown v. Due 11/19
(R): Lecture and in- Board of Education
class film production and the Civil Rights
workshop Movement Chapter 9
and Conclusion

Week 14 Thanksgiving Work on Film (T): Reading

11/24 (T) and (T): Library Day, No Presentations Response due (via
11/26 (R) Class email or campus
(R): No Class box)
Week 15 We Changed the Read corresponding (R): Primary Source
12/1 (T) and 12/3 World chapter from To Analysis #4 Due
(R) (T): Lecture and Make Our World
class discussion of Anew and The

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readings History of White

(R): Film: The Help People Chapter 22

Week 16 Into the Fire Read corresponding (T): Graded

12/8 (T) and 12/10 (T): Student-led chapter from To discussion
(R) Discussion Make Our World (R): Film Reaction
(R): Lecture Anew and The Due
History of White
People Chapters 27
and 28
Week 17 Open Forum (T): Optional Extra
12/15 (T) Last Day (T): Informal Credit Reading
of Class meeting to discuss Response due
any questions
Final Exam Short Film Presentations
Wednesday,
December 16,
2015 2-4 pm Old
Main 301