I. ASCRC General Education Form
Group
Historical and Cultural Studies
Dept/Program
African American Studies
Course #
Course Title
Prerequisite
African American History to 1865
None
Credits
AAS 262 (formerly
AAS 378H)
3
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
Phone / Email
Date
George Price
406-243-6225/
tobin.shearer@umontana.edu
Program Chair
Tobin Miller Shearer
Dean
Jonathan Tompkins
III. Description and purpose of the course: General Education courses must be introductory
and foundational. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://www.umt.edu/facultysenate/gened/GEPreamble_final.htm
This course surveys the diverse historical experiences of Americans of African descent from their
origins in Africa until the end of the Civil War. The course focuses on the quest of enslaved African
Americans for freedom and dignity and the quest of free African Americans for equal opportunity and
inclusion in American society. Through this course students are challenged to consider the contribution
of African-American community to the nation’s formation.
IV. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
present ideas and information with a view to
Students explore the roots, significance, and
understanding the causes, development, and
change over time within the Africanconsequences of historical events
American community from slavery through
the Civil War.
evaluate texts or artifacts within their historical Students read and evaluate period documents
and/or cultural contexts
central to the African-American experience
during the colonial, revolutionary, early
Republic, Jacksonian, and antebellum
periods.
analyze human behavior, ideas, and institutions Students asses how African Americans
within their respective historical and/or cultural responded to the changing political, social,
contexts
and cultural circumstances during this
period.
V. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://www.umt.edu/facultysenate/ASCRCx/Adocuments/GE_Criteria5-1-08.htm
synthesize ideas and information with a view to
understanding the causes and consequences of
historical developments and events;
Through examinations and essays, students
will be required to explain how change
came about in the African-American
experience by identifying principle actors,
events, and social forces.
evaluate texts or artifacts within their historical
and/or cultural contexts
Through lecture and discussion students will
evaluate the primary historical texts used in
the class and explain how they emerged
from their particular time period. The
writings and testimonies of Frederick
Douglas, David Walker, Harriet Tubman,
and others figure prominently.
analyze human behavior, ideas, and institutions
Throughout the course, students will be
within their respective historical and/or cultural challenged to explain the continuities and
contexts.
disruptions in African-American experience
from the Middle Passage through the Civil
War.
VII. Syllabus: Paste syllabus below or attach and send digital copy with form. ⇓ The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
AAS/HIST 262: AFRICAN AMERICAN HISTORY TO 1865
COURSE SYLLABUS
REQUIRED TEXTS
Hine, Darlene Clark, William C. Hine, and Stanley Harrold, The African-American
Odyssey, Volume One to 1877, New Jersey, Pearson/Prentice Hall, Third Edition,
2006. (Includes a CD disk that can be very useful for research papers.)
Wright, Donald R., African Americans in the Colonial Era: From African Origins
through the American Revolution, Wheeling, Ill., Harlan Davidson, Inc., 2000.
Wright, Donald R., African Americans in the Early Republic, 1789-1831, Wheeling, Ill.,
Harlan Davidson, Inc., 1993.
Several articles will be added to our readings during the course of the semester, either as
paper handouts given in class, or posted electronically on our ERes webpage. The web page can
be found at http://eres.lib.umt.edu Click on “Course Reserves” then select AAS 378. The
password is AAS378 (all caps, no spaces). Important announcements, some articles (including
some required readings), web links and other information will be put on this page throughout
the semester. There is also a discussion board where you can raise questions and get feedback
from the professor and your fellow students. It is recommended that students check this page at
least once a day.
COURSE DESCRIPTION
This course is a survey of the diverse historical experiences of Americans of African
descent in the United States, from their origins in Africa until the end of the Civil War. Our
focus will be on the quest of enslaved African Americans for freedom and dignity and the quest
of free African Americans for equal opportunity and inclusion in American society, as they
struggled against racism.
COURSE OBJECTIVES
A. To familiarize students with the historical facts and circumstances that transformed
diverse peoples of Africa into African Americans in the United States.
B. To enable students to explore the reasons behind the formation of the institution of
American slavery and racist concepts regarding humanity.
C. To assist students in forming their own assessments and analyses regarding the logic,
validity, and usefulness of popularly-held ideas about the nature of humanity.
D. To help students to think independently and move beyond the limitations of customary
popular concepts.
E. To familiarize students with the facts concerning the history of African American
resistance to slavery racism and other social injustices.
F. To increase student awareness of the significant African-American influences upon, and
contributions to, the development of American society.
G. To provide a more complete context for understanding many of America’s current social
problems.
H. To familiarize students with some of the bibliographical and other sources of knowledge
that are available for further study of the various topics that we will cover.
I. To improve students’ research and writing skills.
J. To provide students with opportunities for discussion and inquiry related to our topics.
GRADING CRITERIA
I use a precise, numerical, percentage point grading system. No letter grades are assigned
until after the final exam and all of the points are added up. Student grades will be based on the
combined scores of the writing assignments, in-class participation, the midterm exam, and the
final exam. The grades will be weighted as follows:
10% for the short essays
25% each for the first two exams
30% for the final exam
10% for attendance and participation
Disrespectful behavior, such as talking during a
lecture or while another student is addressing the
class, will result in loss of attendance and
participation credit for the day.
Grade Scale:
92-100 = A
72-77.5 = C
90-91.5 = A70-71.5 = C88-89.5 = B+
68-69.5 = D+
82-87.5 = B
62-67.5 = D
80-81.5 = B60-61.5 = D78-79.5 = C+
below 60 = F
Extra credit opportunity: Two extra points for making a five minute presentation to the
class regarding your research and/or writing experiences related to our topics.
(The details for the writing assignment will be given separately from this syllabus.)
Special arrangements for taking the exams at other than the designated times must be made in
advance and approved by the instructor. Only very dire, unavoidable circumstances will be
considered. Students with University-recognized disabilities who are enrolled with Disability
Services for Students (DSS) will be accommodated according to University regulations. Such
students should communicate with the instructor as early in the semester as possible about their
special needs.
ATTENDANCE
All students are individually responsible for acquiring information made available through
lectures, reading assignments, and materials handed out in class. The instructor does not
copy or publish his lecture notes. Attendance and participation make up 10% of your grade
(see "Grading Criteria" section above).
ACADEMIC HONESTY
Plagiarism is the misrepresentation of another person’s writing as one’s own. Plagiarism is a
violation of the University of Montana Code of Student Conduct, and the professor can give a
student who plagiarizes an assigned paper a failing grade for the course. The UM leaves it up to
each professor to decide if such action is appropriate. I choose to give a failing grade (no credit)
for the particular assignment that was plagiarized, and no opportunity to re-do the assignment.
That could lead to failing grade for the course, but not necessarily, depending on how the
student does with the rest of the graded items for the course. We professors are aware that there
are a growing number of internet websites that sell “research papers” to students who are
susceptible to this kind of scam. There are several websites that we can use to detect such
papers and find their point of origin. Using such internet aids, I have caught several students
over the years who turned in plagiarized works, and it is never a pleasant situation for either of
us. Consider yourselves to be kindly forewarned.
Exams will be monitored and students must work individually. Talking to other students during
the exam, copying another student’s paper, or other forms of cheating, will result in an “F”
grade for that exam.
COURSE OUTLINE/ CLASS CALENDAR (may be subject to minor revisions, TBA)
Date
Aug. 27
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Sept. 3
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10
12
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Date
Lecture Topic
Reading Assignments
Introduction to the course
The African origins of African Americans
Hine, pp.3-23; Wright, v1, pp.7-28
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“
continued, with discussion
LABOR DAY HOLIDAY- NO CLASS
Origins and reasons for the trans-Atlantic slave trade Hine, pp. 27-34; Wright, v1,
Excerpt from documentary, “Wonders of the African World”
pp. 28-41
The “Middle Passage” and early experiences of Africans in
Hine, pp. 34-48;
America; discussion of study guide questions
Wright, v1, pp.41-54
Documentary video: “A Son of Africa” (Olaudah Equiano), 28 min., discussion
Slavery, indentured servitude, and freedom in Colonial America Hine, pp. 51-75;
Wright, v1, pp.55-96
Previous lecture, continued, large and/or small group discussion
“
“ documentary, “Africans in America” Wright, v1, pp.100-157
African Americans and the American Revolution
Hine, pp.79-98; Wright, v1,
pp.158-174; articles to be handed out
Previous lecture, continued. The U.S. Constitution and institutional racism “
Other reasons for the expansion of slavery and racism in the
Hine, pp.105-114;
new republic
Wright, v1,pp.174-202, v2, 12-36
African Americans and Native Americans
Conditions under slavery and the impact on families; psychological
damage under slavery; Review outlines for first exam distributed
COURSE OUTLINE/ CLASS CALENDAR, continued
Lecture Topic
Reading Assignment
Oct. 1
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Discussion of study guide #2 and review for first exam
First Exam
African American community and cultural development
Hine, pp.136-157;
under slavery; scenes from two documentaries depicting
Wright, v2, pp.43-84
slave community life
" 8 previous lecture continued, discussion
Douglass readings (posted on ERes)
“ 10 Frederick Douglass’ insights on slavery
" 12 Forms of slave resistance to slavery
Wright, v2, pp.85-124
" 15 Early free African Americans in the North Hine, pp.114-126; Price article, TBHO
Case study: the Easton family of Massachusetts
Wright, v2, pp.125-138
" 17 previous lecture, continued; Captain Paul Cuffe
" 19 The growth of free African American communities
Hine, pp.160-184
in antebellum America
Wright, v2, pp.125-161
“ 22
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“ continued, the “uplift movement”; Origins and reasons for African
American church denominations; discussion of study guide #3 questions
" 24
Free African American human rights activism through 1833 Hine, pp.188-204;
Documentary: “Slavery and the Making of America”
David Walker”s Appeal
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The early African American press; David Walker
(excerpt posted on ERes)
“ 29& 31 Maria Stewart; the early abolitionist movement (excerpts from Stewart speeches
Review outlines for second exam distributed
posted on ERes)
Nov. 2
Discussion and review for second exam
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Second Exam
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Documentary: “Frederick Douglass: When the Lion Wrote History”
Frederick Douglass in the “Free North” and in England Douglass readings, TBA
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“Day of Dialogue” – (not a class day) extra credit available for proof of
participation in a Day of Dialogue event- details TBA
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Free African American human rights activism from 1833-1850 Hine, pp.208-226;
Wright, v2, 162-208
" 12
VETERAN'S DAY HOLIDAY- NO CLASS
" 14 African Americans on the early western frontiers and in the
California Gold Rush
readings TBHO
" 16 The Underground Railroad
Hine, pp.230-239; articles, to be posted
" 19
Documentary: “Harriet Tubman, antislavery activist” (30 min., discussion)
" 21-23 THANKSGIVING VACATION- NO CLASSES
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The Underground Railroad, continued
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The Fugitive Slave Law of 1850 and the U.S. attack on free
Hine, pp.239-250
African Americans in the 1850’s; Dred Scott decision and AfAm response
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Previous lecture continued; small group discussions
Dec. 3
African Americans and the Civil War
Hine, pp.258-284, other TBHO
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Informed Essays due; Previous lecture continued,
Did the Civil War end slavery? Aftermath of the Civil War
Hine, pp.290-308
Review outlines for final exam distributed; closing discussion, the most
important things that you learned in this class (continued on the 7th)
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Review for Final (Q and A)
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Final Exam, Tuesday, December 11, 1:10-3:10
*Please note: As an instructor of a general education course, you will be expected to provide
sample assessment items and corresponding responses to the Assessment Advisory Committee.