HCC
SE
HIST 2381 * Afro-American History * CRN 74462
Mission Statement
The Houston Community College is an open admission, public institution of higher education offering associate
degrees, certificates, workforce training, and lifelong learning opportunities for all people in the communities
we serve. As a member of the community, HCC works in partnership to provide quality educational programs
and services that enhance economic and cultural development. In all our endeavors, we are committed to
excellence. Furthermore, the History faculty will encourage the development of the following competencies:
Reading, Writing, Speaking, Listening, Critical Thinking, and Computer Literacy.
Description & Goals
This class is an in-depth, intensive examination of the role of the Afro-Americans in United States history
through the lens of economic, social, and cultural developments with particular focus on contributions to
American society. Throughout, emphasis will be placed on techniques of historical reasoning, analysis and
college-level writing and thus the general goals of this course are to help you to enhance your critical thinking
skills, become better writers of history, improve your computer literacy, and have a better understanding of
history-specific research techniques, facilities, and databases. The specific goals of this course are:
1. Describe West African society and culture prior to European contact.
2. Discuss the clash of European and African cultures through the lens of colonization of North America.
3. Compare and contrast 18th-century slavery in the Chesapeake region, the northern colonies and the
southern colonies with the lives of free Africans in those same regions.
4. Identify the effects of the American Revolution on Africans in America (both slave and free) to include
the emergence of Free Black communities.
5. Describe how Africans (slave and free) effected and were affected by nineteenth-century reforms to
include abolition and suffrage.
6. Examine the events that led to the Civil War, African (free and slave) experiences during the War, and
the contemporary meanings of the Emancipation Proclamation.
7. Discuss the successes and failures of Reconstruction.
8. Identify the legal and ethical arguments used by white Americans to justify racial segregation between
Reconstruction and World War II.
9. Compare and evaluate the strategies promoted by Booker T Washington with those of W.E.B. DuBois
and Marcus Garvey regarding the status and rights of African-Americans.
10. Describe how the Great War and the interwar era impacted African-Americans.
11. Describe and explain the emergence of the literary, artistic, and musical movement known as the
Harlem Renaissance.
12. Discuss how the Great Depression had a particular affect upon African-Americans.
13. Identify how the Depression and New Deal legislation affected African-Americans.
14. Compare and contrast the wartime experiences of African-Americans among the Spanish-American
War, World War I and World War II.
15. Describe the Civil Rights movement from the Plessy decision to the Voting Rights Act of 1965.
16. Discuss the divergence of the Civil Rights movement since 1965, with an emphasis on the rise and
significance of the Black Panthers.
17. Identify and examine various arguments in support of and rejection to Affirmative Action.
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FOR ADULTS ONLY
If you are too sensitive or immature to be around adults who use every word afforded to them by the First
Amendment, discuss issues such as sexuality, race, gender, immigration, and other adult topics, or view
pictures, art, or words in their historical context, please do not take this class.
ADA STATEMENT
Southeast College is committed to removing barriers that prohibit students with disabilities from achieving their
educational objectives. Any student who has impairments that substantially limits major life activities, has a
history of, or is regarded as having such a disability, is eligible for reasonable accommodations. This includes
students with learning disabilities, those who are physically challenged because of disease or an accident, those
with mental illness, and those with a myriad of other circumstances. Specific procedures have been established
to enable students with a documented disability to request modifications or accommodations which would allow
them equal access to the college. For more information, please contact Lillian Baldwin at 713-718-7218. The
HCC Disability Student Services website is located at http://www.hccs.edu/students/disability/index.htm.
PLAGIARISM AND CHEATING
There is no greater academic sin than taking unfair advantages such as copying from another student or any time
that you take credit for words or ideas of any one else without giving them proper credit. One of the most
problematic forms of cheating in higher education today is plagiarism. In the case of any form of cheating you
will receive an F in the course. If you drop the course after being caught cheating I will change your final grade
to an “F” along with the explanation that you received the “F” due to cheating. To help you both identify and
then avoid all forms of cheating I have created a database of information on cheating. Please go to my Learning
Website (see address below). Click the “Student Success Center” link and then open the “Academic Honesty”
link. After reading the information provided, you will need to open and complete the “How to Avoid Cheating”
exercise, which is also located in the Academic Honesty folder. Please email your completed plagiarism
assignment to me as a Word (.doc) attachment from your HCC email account. In the subject line of the email
please type “Cheating Exercise” then type your class name, number, days, and time (for example “Hist 2381
MW 11:00-12:30”). Please send the email no later than 11:59:59pm on Saturday, January 20th. Completion of
this assignment will result in one (1) point being added to your total points at the end of the semester. Please do
ask for an extension (see my LATE POLICY below). Even if you do not submit the assignment in time to
receive the benefit to your final grade, you are still required to submit your completed assignment to me before I
will grade any of your work.
DROP POLICY
Why would you want a “W” on your transcript? Please realize that when universities or employers see
transcripts with Ws, the message they receive is that you cannot complete what you started. In other
words, it is in your best interest to get a grade in this course. Nevertheless, you are responsible for dropping this
course. If you do not wish to receive a grade then you must drop the class before the college’s drop date
(January 22nd). The last day to withdraw from this class is April 5th by 4:30pm.
THREE-STRIKES RULE
“Students who repeat a course three or more times face significant tuition/fee increases at HCC and other Texas
public colleges and universities. If you are considering course withdrawal because you are not earning passing
grades, confer with your instructor/counselor as early as possible about your study habits, reading and writing
homework, test-taking skills, attendance, course participation, and opportunities for tutoring or other assistance
that might be available.”
“Everyone wants to go to heaven, but no one wants to die.”
-Peter Tosh
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HCC EMAIL
While I will gladly accept (and at times require) electronic submissions, I will not accept any emailed work nor
respond to any questions or queries that do not come from your official HCC email address. If you do not have
your official HCC email address, please get one at http://www.hccs.edu/students/email/.
DROPPED FOR NON-PAYMENT?
Students have a responsibility to arrange payment for their classes when they register, either through cash, credit
card, financial aid, or the installment plan. Faculty members have a responsibility to check their class rolls
regularly, especially during the early weeks of a term, and reconcile the official class roll to ensure that no one is
attending class whose name does not appear on it. Students who are dropped from their courses for nonpayment
of tuition and fees who request reinstatement after the official date of record payment of tuition and fees who
request reinstatement after the official date of record (OE Date) can be reinstated by making payment in full and
paying an additional $75 per course reinstatement fee. A student requesting reinstatement should present the
registrar with a completed Enrollment Authorization Form with the signature of the instructor, department chair,
or dean who should verify that the student has been regularly attending class. Students who are reinstated are
responsible for all course policies and procedures, including attendance requirements. A dean may waive the
reinstatement fee upon determination that the student was dropped because of a college error. The dean should
note the nature of the error in a memo to the registrar with appropriate documentation.
COURSE SPECIFICS
Instructor:
J. Ross-Nazzal, Ph.D.
Office:
Angela V. Morales Bldg., #1026
Office Hours:
MW 12:30-2, TuTh 12:30-1; F 9:30-11; or by appointment
I will respond to email and phone messages each class day during my office.
Email:
james.rossnazzal@hccs.edu
Phone:
713-718-7131
Website:
http://learning.sec.hccs.edu/members/james.rossnazzal
Required Texts:
Franklin, John Hope. From Slavery to Freedom 8th ed., Two Vols. (Knopf)
ISBN 0375406719
White, Debra Gray. Ar’n’t I a Woman? (W.W. Norton) ISBN 0393314812
Smead, Howard. Blood Justice: The Lynching of Mack Charles Parker (Oxford
University
Press) ISBN 0195054296
King, J.L. On the Down Low (Harlem Moon) ISBN 076791399X
Documents:
Various primary source documents are available on my Learning Web site.
Websites:
John Hope Franklin Center (Duke University)
http://www.jhfc.duke.edu/about/jhf.php
Slave Narratives (Library of Congress)
http://memory.loc.gov/ammem/snhtml/snhome.html
Black Panther Party
http://www.blackpanther.org/
Recommended Text: Storey, William. Writing History: A Guide for Students (Oxford University Press)
ISBN 0195166094
“What we play is life.”
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–Louie Armstrong
Optional Reading:
Boyle, Kevin. Arc of Justice: A Saga of Race, Civil Rights, and Murder in the Jazz
Age (Owl Books) ISBN 0805079335
Conrad, Earl. Everything and Nothing: The Dorothy Dandridge Tragedy (Harper
Paperbacks) ISBN 0060956755
Davis, Angela and Lennox Hinds. Assanta: An Autobiography (Lawrence Hill
Books) ISBN 1556520743
Franklin, John Hope. Mirror to America (Farrar, Straus and Giroux) ISBN
0374299447
Jackson, George. Soledad Brother: The Prison Letters of George Jackson
(Lawrence Hill Books) ISBN 1556522304
Katz, William Loren, The Black West (Harlem Moon) ISBN 0767912314.
Roberts, Randy. Papa Jack: Jack Johnson and the Era of White Hopes (Free Press)
ISBN 9780029269008
Seale, Bobby. Seize the Time: The Story of the Black Panther Party and Huey P.
Newton (Black Classic Press) ISBN 093312130X
Williams, Juan. Thurgood Marshall: American Revolutionary (Three Rivers Press)
ISBN 0812932994
Attendance. Life is too short to repeat in lecture what is available to you in the textbooks, thus relentless
attendance is required. Besides, there is an overwhelming correlation between not attending class and not
passing. If you miss a few hours you truly miss a lot because the lectures are tightly integrated. In other words,
you will have a harder time understanding later lectures if you miss the earlier ones, which means that you will
have a difficult time doing well (i.e., passing). While I lecture, you need to take copious and meaningful notes.
Participation. Participation is required. You must come to class prepared to engage your classmates and myself
in meaningful analytic discussion of the readings every day.
Grading. I will assess your knowledge of Afro-American history through various mechanisms to include Exams
(40%), formal Oral Presentations (20%), informal Discussions (20%), and movie reviews (20%).
Exams. There is a Midterm and a Final exam this semester. Both will consist of three sections: Identifications
(people and stuff), Non-cumulative Essays, and a Cumulative Essay based on information from the textbook,
documents, the monographs, my lectures, handouts, and videos. I will provide you with a study guide three
weeks before each exam. The study guides will be on my Learning Web site (click the “Classes” link at the
bottom of the home page, then click the “Hist 2381” link, and then finally open the aptly-named folder “Study
Guides”). Please bring a Bluebook or two and plenty of pens. Each Exam is worth 200 points, or, collectively
40% of your final grade. Each exam is designed to afford you the opportunity to demonstrate your achievements
in the core competencies of Reading, Writing, Critical Thinking, and Computer Literacy.
Oral Presentations. There are two Oral Presentations this semester –a Group Presentation and an Individual
Presentation. For the Group Presentation you will be tasked with preparing and offering to the class a fifteenminute oral presentation supported by PowerPoint on African (free and slave) life in these United States during
the first half of the nineteenth century using the White book as well as information from academic (.edu) and/or
government (.gov) websites. For the Individual Presentation you will be tasked with preparing and offering to
the class a ten-minute critical review, supported by PowerPoint, on how the Smead and King monographs
demonstrate the connectivity of history and sexuality. Each presentation is worth 100 points, or 10% of your
final grade. Each oral presentation is designed to afford you the opportunity to demonstrate your achievements
in the core competencies of Reading, Writing, Speaking, Listening, Critical Thinking, and Computer Literacy.
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“The first rule of a free people is to define their own terms.”
-Stokley Carmichael
Discussions. There is no better way to hone your critical thinking and speaking skills than by actively engaging
in the daily in-class discussions. Throughout the semester you will be assessed on your ability to engage your
classmates and myself in meaningful dialogue over the assigned readings as well as to discuss the affects of
these historical events/people in our lives today. Collectively, this assessment is worth 200 points, or 20% of
your final grade. In order to obtain a satisfactory grade (70%) you must demonstrate that you have read and
understood the material in the textbook and the monographs and that you can apply the historical events and
people to what is going on in the U.S. today. Please see my definitions of grades (below). This assessment is
designed to afford you the opportunity to demonstrate your achievements in the core competencies of Reading,
Speaking, Listening, Critical Thinking, and Computer Literacy.
Movie Reviews. We will watch several (see schedule) historically significant films/videos this semester. You
will select any two (2) of the movies to review. Your review is due no later than the following Monday (when
class begins) after the movie is shown in class. Each review will begin with a brief overview of the film. Then,
you will place the film in the larger historical context by discussing what in U.S. history was going on when the
movie was made that might have facilitated the themes of the movie (in other words, movies tend to tell us more
about the time in which the movies are made than about the historical period the movie covers). Finally, you
will examine why this movie is important (“This film is important because . . .” is a perfectly fine way to begin
this part). Each review will be will be at least three full and complete pages using Times New Roman, 12 font,
double-spaced, with margins of 1.0” on the top and bottom and 1.25” to 1.50” on the left and right margins (the
default on Word 2000 is 1” by 1.25” and for XP the default is 1” by 1.5”). As this assessment takes place
outside of the classroom, you must always cite your evidence if you use evidence from any source besides the
movie you are reviewing. Please use this simple parenthetical citation method: (author or editor’s last name,
brief title of the publication, page number); Or, in the case of internet sources, please provide the complete URL
as well as the most recent date that you accessed that information at that URL: (http://docsouth.unc.edu/neh/,
last accessed 12/27/06). Each review is worth 100 points, or collectively 20% of your final grade.
Please create a cover page that includes your name (First and Last), the class (Hist 2381), and the name of the
assignment, such as: Movie Review: “Name of the Movie”. None of that information will be on the page(s) of
your responses. You may submit your completed assignments in class or electronically. When you opt to
submit your work electronically you are completely responsible for ensuring that your work gets to me on time
and in the only acceptable format (Word .doc is the only acceptable format). If you have computer problems at
home or at work, or your internet provider causes any disruptions in service, you are still responsible for the
work getting to me on time and in the acceptable format. I would suggest that you use the computers on campus.
If you submit your work electronically, you must send the work as a Word (.doc) attachment from your HCC
mail account (I will not accept submissions from any other account except the one provided to you by HCC).
Please note that the due times are in accordance with the HCC email system and I will not accept work that
arrives to my Inbox after the due time. If you want to make sure that you get your assignments to me on time
then just turn them in to me in class. Remember, I will NOT accept late work. Grammar, spelling, organization,
analysis, and content all contribute to the grade, so be sure to proofread before submitting your work to me. You
need to use formal writing (no slang, contractions, or colloquialisms, for example). Make sure to use the spell
and grammar check programs before submitting your assignments! Please see my definitions of grades (below).
Late Work. I will not accept late work. Please do not allow anyone or anything to get in the way of your
completion and submission of all work in a timely manner. If you do not submit when it is due, then I
want you to see me during my office hours so that we may discuss what you and I need to do to help you
to succeed. You must take the initiative to contact me if you are having any problems or if you experience
anything unforeseen that prevents you from completing each assignment on time, however.
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“Struggling is strengthening. Battling with evil gives us the power to battle evil even more.”
-Ossie Davis
Missed Assignments. I do not offer make-up assignments. Please do not allow anyone or anything to
prohibit you from completing all assignments when they are due. If you fail to complete any assignment,
then I want you to contact me so that we may discuss what we can do to help you to succeed. You must
take the initiative to contact me if you are having any problems or if you experience anything unforeseen
that prevents you from completing each assignment on time, however.
If any holidays, parties, work, vacations, or secular or religious responsibilities prevent you from completing
the work when it is due, please do not take this class as I do not negotiate assignments or due dates nor do I
give Incompletes.
Grade Scale: Percentage
100-90
89-80
79-70
69-60
Points
1000-900
899-800
799-700
699-600
Grade
A
B
C
D
Grades. The grade of A (100-90) reflects excellence. The A work offers a well-focused and organized
discussion appropriate to the instructor's assignment, reflects critical use of all relevant materials, and
demonstrates effective and formal writing requirements. Work must demonstrate outstanding efforts to identify
and use varied and pertinent evidence from required and recommended sources, to employ those materials
critically in the text of the papers, and to provide error-free citations of those resources. A work is handed in on
time.
The grade of B (89-80) represents work beyond satisfactory and indicates the work was completed in an
appropriate and competent manner and, in general, demonstrates a strong attempt at original and critical
analysis, writing, and research. Work must demonstrate beyond satisfactory efforts to identify varied and
pertinent evidence from all required sources. The B paper may contain a number of minor errors of grammar or
citation, and its thesis or its conclusions may be undeveloped or too weakly supported. B work is handed in on
time.
The grade of C(79-70) indicates that the work was done in a satisfactory or appropriate fashion and represents
the average work expected for university courses. In order to obtain a C grade, your work must adhere to all of
the assignment’s minimum requirements. The work is organized around a central idea with arguments supported
by relevant examples from the required sources. The work is structured into correctly written paragraphs and
sentences. Although fulfilling the assignment, the C work may exhibit one or more weaknesses including, but
not limited to, errors of punctuation and grammar, imprecise or incorrect word use, inaccurate or uncritical use
of materials, occasional inconsistency of organization or development, and lack of direct relevance of the
selected research materials to the topic. C work is handed in on time.
The grade of D (69-60) indicates that the work may have a poorly defined topic or thesis, lacks clear focus or
organization, and contains unsupported generalizations or conclusions. Research support (citations) is
inadequate, not clearly relevant, or improperly documented. A less-than-minimal research effort is evident. The
work may also suffer from numerous or major formal writing errors. D work fails to adhere to all of the
assignment’s minimum requirements. D work is handed in on time.
The grade of F (59-1) indicates that the work is not clearly relevant to the assignment and that its topic and
thesis are poorly focused or defined. The work may display inadequate organization or development,
unsupported generalizations, and nonstandard formal features (including language usage, sentence structure, and
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paragraphing). Research support (citations) is absent, or irrelevant to the assignment. F work is handed in on
time.
The grade of 0 indicates that the work was not submitted at all or submitted after the due date/time. Of course
any cheating whatsoever will result being awarded an F for the course. Do you remember what happened to
SMU in 1987? If not, see http://www.dallasnews.com/sharedcontent/dws/spe/2004/feb25football/smu.html.
Extra Credit. Please complete all assignments when they are due and in accordance with all instructions and
you will not need “extra credit.” Besides, I do not offer “extra credit.” I do, however, offer you the opportunity
to further hone your core competencies while improving your academic standing through a book review. This
opportunity is only available to those students who have completed ALL of the required work.
Provided that you complete ALL of the required work, you need to get your hands on one (1) of the books from
the “Optional Reading” list above and read the book. A book review is a critical analysis of the book. A book
report is a linear narrative describing a book. Students in academia perform book reviews, not reports. This
assignment is patterned after the book reviews that historians draft for professional journals such as the Journal
of American History and the American Historical Review. One of the goals is to introduce a new topic, a
different interpretation, or to allow you to examine more deeply a topic of your choice. Another goal of this
assignment is to develop your critical thinking and analytical means because unlike a book report that merely
discusses the book in a linear manner a book review is a critical examination of the author’s thesis, use of
evidence, and conclusion. Your review will be, at a minimum, three full and complete pages in length. Any
submissions under three full pages in length will receive zero points. Remember, 3 pages is the minimum – do
not expect a superior grade when you do the minimum. It will be double-spaced, using Times New Roman 12
font with margins no greater than 1” top and bottom and 1.5” left and right. This is due no later than 11:59:59
on April 2nd. You may either submit this to me in class, in my office, or you may email the assignment to me as
a Word (.doc) attachment. Regardless of the manner of submission, I will not accept any submissions once it is
no longer April 2nd.
Grade: Your grade for this assignment will be based on form and content to include grammar, spelling, depth of
your analysis, and the amount of demonstrated critical thinking. It must conform to the length requirements or
else you will receive zero points for this assignment. I will not grade this additional assignment until after you
have completed all of the regular work. This additional work is worth up to 10% of your total accumulated
points for the semester (see my definitions of grades).
I.
Heading. At the top of the first page only you need to place the proper citation. Please follow this
model precisely:
Title of Book. By Author (Place of Publication: Publisher, Year of Publication). Page numbers.
Reviewed by Your Name, Date of Review.
Homeward Bound: American Families in the Cold War Era. By Elaine Tyler May (New York: Basic
Books, 1988). vii + 284 pp. Reviewed by J. Ross-Nazzal, April 2, 2007.
II.
Body. The review itself is a critical examination of the author’s theses, evidence, and analysis.
A. One (1) to Two (2) Paragraph Introduction
1. Tell the reader about the author
2. Why is the author interested in the subject?
3. Why did the author write the book?
B. Two (2) to Three (3) Pages on the subject
1. What is/are the author’s thesis/theses?
2. What evidence does the author use?
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3. Is the author’s argument(s) effective? Defend your answer.
C. Two (2) to Three (3) Paragraphs on what worked or did not work for you
1. What was interesting?
2. What did not work for you? Defend your answer.
D. One (1) Paragraph Conclusion
1. Who would be interested in reading this book?
2. What level (novice, secondary school, undergrads, grad students, etc.) of expertise is
this book written for?
3. End on a positive note.
III.
Other Stuff
A. Citations – please cite work by placing a parenthetical page number before the punctuation. For
example, according to the author “this book is great” (4).
B. Bibliography – there is neither a bibliography nor a “works cited” page on a formal book review.
C. Cover page – there is no cover page on a formal book review. The heading of a book review
takes the place of any cover sheet.
A Final Thought on Grades – Getting good grades is easy. All you have to do is to keep up with the readings,
attend class with a tenacity of purpose, take full and complete notes as I lecture and as you read, review your
notes on a daily basis, and put forth your most concerted efforts on all class assignments. No one has more
control over your grades than yourselves. You will do well (i.e., pass) when you decide that studying is what is
important and if you take the necessary steps to do well. Ultimately, you are responsible for your success or
failure. Learn from my mistakes –I failed the first time I tried college because of my focus on non-academic
aspects of college life (). Eleven years later, after I did a lot of growing up, my focus became the classes and
thus I succeeded (). Nevertheless, if you are having any difficulties in succeeding in my class, then YOU
MUST TALK WITH ME SO THAT YOU AND I MAY DEVELOP A PLAN THAT WILL
FACILITATE YOUR SUCCESS!
No Cell Phones. I will not interrupt the class by answering my cell phone, text-messaging, or otherwise
checking my cell phone for emails, and thus neither will you. Please turn off all phones, pagers, Blackberries,
PDAs, or anything that could buzz, click, chirp, carry a tune, make a noise, or otherwise interrupt the class.
“I went to Zimbabwe...I know how white people feel in America now, relaxed!
Cause when I heard the police car I knew they weren't coming after me!”
-Richard Pryor
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Week of
Topic/Assignment
Read/Due1
Jan 16
Prelude to a “New World”
Chs 1-2, Franklin
http://www.jhfc.duke.edu/about/jhf.php
Begin the White book
Jan 22
Enslavement and the Colonial Era
Roots (1977)
Chs. 3-4, Franklin
Continue the White book
Jan 29
Revolution and the Limits of Democracy
Chs. 5-6, Franklin
Continue the White book
Feb 05
Under the Lash
Ch. 7-8, Franklin
Federal Writers’ Project2
Complete the White book
Feb 12
Resistance and Revolt
Chs. 9-10, Franklin
Texas slavery3
Group Presentations
Feb 19
And the War Came . . .
The Littlest Rebel (1935)
Chs. 11-12, Franklin
One slave narrative4
1
Please complete all assigned readings before class.
2
What are the WPA slave narratives? Be prepared to discuss this question in class. Please use this link:
http://memory.loc.gov/ammem/snhtml/snhome.html.
3
Please use this link to locate and then read the slave narrative of Texan Andy Anderson at http://newdeal.feri.org/asn/asn00.htm. Be
prepared to discuss Mr. Anderson in class.
4
Please select any one (1) slave narrative. Listen, take notes, and be prepared to discuss your subject in class. http://www.cspan.org/antietam/narratives.asp.
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Feb 26
MIDTERM
Buffalo Soldiers Museum
Bring a Bluebook (Tu)
Thursday5
Mar 05
Emancipation and the First Generation of Freedom Chs. 13-14, Franklin
Birth of a Nation (D.W. Griffith)
Mar 12
Spring Break
Mar 19
Jim Crow at Home
Our Gang (1931)
Chs. 14-15, Franklin
Begin the Smead book
Discussion on Buffalo Soldiers Museum
Mar 26
Jim Crow Abroad
Chs. 15-16, Franklin
Introduction-Ch. 1 (White)
Continue the Smead book
Apr 02
The Great Migration and the New Negro
Porgy and Bess (1959)
Chs. 17-18, Franklin
Discussion on Smead
Apr 09
The Negro Removal Act: A New Deal?
Chs. 19-20, Franklin
Apr 16
World War II
Ch. 20-21, Franklin
Begin the King book
Apr 23
Civil Rights to 1967
The Strange Demise of Jim Crow
Chs. 22-23, Franklin
Continue the King book
Apr 30
Civil Rights since 1967
Shaft (1971)
Chs. 24-25, Franklin
Individual Presentations
Complete the King book
May 07
Final Exam
11:00-1:00
Bring a Bluebook (or two)!
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Instead of attending class, you will be given the time to attend the Buffalo Soldiers National Museum. The museum is located at 1834
Southmore; 713-942-8920; admission is $2 per person. We will discuss the museum in the context of Jim Crow, thus please be
prepared to demonstrate your knowledge on the museum’s holdings and its significance during the week of March 19 th.
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1939
1970
Listen to the 1950 recording here http://www.kiddierecords.com/week_06/week_06.m3u
Notice of Instructor’s Right of Modify the Syllabus:
Just as President Bush modified his justifications for invading Iraq,
I have the right to modify this syllabus and will notify the class of any change in a timely manner.
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