Uploaded by Terinney Haley

HIS 107 Syllabus (Pre-College 2020)

Hampton, VA 23668
Standard Syllabus
Pre-College 2020
HIS 107- Survey of African-American History: 3 credits
Section 33
Part of the World Civilization sequence, a survey of the experiences of Blacks in America from 1500 to the
present. Includes material about peoples and institutions of pre-colonial Africa and the Atlantic slave trade. 3
credit hours.
This course will survey the historical experiences of African-Americans in this country, beginning with the
African background to the Atlantic Slave Trade and concluding with an examination of the era dominated by the
Presidents Reagan, Bush, Clinton, and Obama. Because of its broad scope, the course will focus on a number of
defining themes in African-American history, rather than on a strictly chronological survey of events and topics.
Emphasis will be placed on those issues and developments—political, economic, social, and aesthetic—that have
been important to the survival of Black people in America and in the formation, by them, of a distinctive and
broadly influential cultural presence in the modern world. This course is also designed to introduce students to the
major persons, events, and themes in African-American history. Emphasis will be placed on topics including
slavery and the Atlantic slave trade, abolition, Reconstruction, the Harlem Renaissance, Blacks in military
service, African-American intellectual thought, Blacks and the Supreme Court, the Civil Rights and Black Power
Movements, the influence of Black popular culture, and the presidential elections of 2008 and 2012. Students
will begin to develop an understanding of race, gender, and class analysis and will demonstrate that in both
discussions and written exercises. Course content and lectures have four overarching themes, including A) Africa
as the genesis of world civilizations; B) the African substratum of world civilizations; C) the catastrophic effects
Europeans enslavement and colonization on African-descended; D) the relationship between capitalism and power
in the control of African-descended peoples; and E), race and racism as global phenomena. Upon completion of
this course, students can speak more intelligently about these themes.
Franklin, John Hope and Evelyn Brooks Higginbotham. From Slavery to Freedom: A History of African
Americans. 9thed. New York: McGraw –Hill, 2011.
DISCLAIMER This syllabus is intended to give the student guidance in what may be covered during the
semester and will be followed as closely as possible. Not all topics will be covered to the same degree. The
professor reserves the right to modify, supplement, and make changes as the course needs arise. Any changes
will be given to the student in writing, at which time the student will be bound by those modifications.
In addition to the material covered relating to the course content, this course addresses the following Hampton
University Core Competencies:
1. Critical Thinking: the ability to identify how to act after careful evaluation of the evidence and reasoning
presented in communication, identification of ethical issues and application of ethical principles relating to
personal, professional and academic contact.
Measurement: a combination of individual and/or student group presentations on issues of national politics or
movements or incidents within a nation or world crisis; also, demonstrating masterly of basic historical facts,
concepts, themes, applying these to new, concrete and possible future situations and analysis (deduction,
application of generalizations, principles, theories etc) to concepts.
2. Information and Technology Literacy is the ability to use electronic media to support research activities to
locate, evaluate, and use effectively the needed information and its sources.
Measurement: competence in the application, use and manipulation of traditional information and technology
sources (libraries, internet, social media) to identify, find, research, collate, present and disseminate well
researched material in class and professionally.
3. Written Communication is the ability to develop and express complex ideas clearly, coherently, and
logically in a style appropriate for both purpose and audience and demonstrate mastery of accepted standards
of written communication.
Measurement: demonstration of ability to analyze concepts and events in past world history for posterity.
Upon completion of this course, all students will be able to demonstrate each of the following cognitive skills and
abilities with an acceptable degree of accuracy, as specified by the Professor:
1. Briefly discuss 20 African-American leaders. Measured by midterm and final exam.
2. Compare the contributions of 10 Black scholars. Measured by research project, midterm, and final exam.
3. Document historical sources using the style or format of one’s major (MLA, APA or Turabian). Measured by
research project.
4. Support scholarly arguments with historical evidence. Measured by research project.
5. Convey historical arguments clearly in writing. Measured by research project.
6. Explain the case background and court decisions in 5 Supreme Court cases. Measured by midterm and final
All students will be able to meet the following minimum course competencies, all of which will be measured by
an early semester survey assessment:
1. Identify 5 African-American leaders by name. Measurement: Early Semester Survey
2. Recognize 5 Black scholars by name. Measurement: Early Semester Survey
3. Identify 5 different types of historical sources. Measurement: Early Semester Survey
Disclaimer: Minimum competencies are not directly associated with your final grades in this course. Successful
accomplishment of the minimum competencies will demonstrate your basic knowledge of selected Specific
Intended Student Learning Outcomes.
In higher education, grades are performance-based. Students receive grades that reflect the quality of the work
that they submitted for evaluation. The Professor does not give or change grades at students’ requests. The
professor will not adjust a grade to meet the requirements of a student scholarship. If students want to maintain
their scholarships, they must do that on the basis of performance alone. Parents cannot negotiate grades. The
student makes the grade, and that grade reflects the quality of the work that is submitted for evaluation. To
successfully pass this course, each student must complete the following assignments that combine for a total of
100 points. Comprehension, and articulation, of relative concepts and theories are important at the junior/senior
level. In that regard, there are no written examinations that, alone, do not adequately measure a student’s
knowledge or intellectual ability. The student’s final grade will be calculated based on the following assignments
and their respective point values. Assignment details and directions will be posted to Blackboard in a timely
GRADING & MEASUREMENT (categories for assessment in the class)
Research Prospectus
100 points
Research Bibliography
100 points
Research Paper (with in-text citations)
100 points
Oral Presentations
100 points
Students must be punctual and active participants in this class.
A pattern of absence, lateness, misconduct, and lack of participation will
adversely affect your final grade.
100 points
Grading Policy
In accordance with University Policy, the following grade scale will be utilized:
A+ (98-100)
A (94-97)
A- (90-93)
B+ (88-89)
B (84-87)
B- (80-83)
C+ (78-79)
C (74-77)
C- (70-73)
D+ (68-69)
D (64-67)
D- (60-63)
F (59 and below)
Statement of the Office of Compliance and Disability Services:
The University is fully committed to complying with all requirements of the Americans with Disabilities Act of 1990
(ADA) and Section 504 of the Rehabilitation Act of 1973. It is in the student’s best interest to request
accommodations within the first week of classes, understanding that accommodations are not retroactive. To obtain
accommodations or to receive more information please contact the Office of the Director of Compliance and
Disability Services at 757-727-5493 or visit the office located in The Assessment Center, Armstrong Slater Building
1st floor.
Written Assignments
Research Prospectus: Select a research topic from the enclosed list. Discuss the major issue that you will address;
and, identify three sub-issues associated with the major issue. Lastly, discuss what you hope to discover about your
topic (1 full page of double-spaced text. Times New Roman font (11-12 pt.)
Research Bibliography : Find ten sources (books or journal articles) associated with your topic. You may cite only
two websites. Your bibliography must conform to the Turabian Style of documentation. Microsoft Word helps you
format your sources (click the References tab).
Example 1: This is the bibliographic format for a book by a single author:
Robertson, Natalie S. The Slave Ship Clotilda and the Making of Africatown, U.S.A.: Spirit of Our
Ancestors. Westport, CT: Praeger, 2008
Example 2: This is the bibliographic format for an online article by a single author:
Robertson, Natalie S. “An Alabama Shipwreck Reveals Untold Story of the International Slave Trade.” National
Geographic History Magazine. November 19, 2019. Available at https://www.nationalgeographic.com
Research Paper: The Research Paper is designed to accomplish the following goals: 1) enhance your ability to think
comparatively about events and cultures; 2) hone your research skills; 3) improve your ability to articulate ideas in
written format; and 4), improve your ability to cite sources of information to avoid plagiarism. The Research Paper
must be five double-spaced pages of text, and it must contain ten in-text citations formatted in the parenthetical style
(e.g., Robertson, 4). The ten in-text citations must correspond to the ten sources included in your Bibliography.
First Component: Introduce the audience to your topic (chosen from List of Topics above).
Second Component: Build a context for understanding the topic (who, what, where).
Third Component: Discuss the impact of the event (effects on cultures, people, places).
Fourth Component: Connect the topic to relevant ideas discussed in course readings and/or lectures.
Fifth Component: Discuss how the topic/assignment raises your consciousness about world civilizations.
Sixth Component: attach your BIBLIOGRAPHY.
Oral Presentation: Each student will give a five-minute oral presentation of his or her research, emphasizing the
most important discovery made about the topic and about the process of conducting research.
Evaluation Criteria:
Paying tuition does not guarantee you a passing grade. Professor does not give grades at students’ requests. Parents
cannot negotiate grades. The student makes the grade that reflects the quality of the work submitted for evaluation
guided by the following criteria:
1) Specifications: Written work must be typed in Times New Roman font that is 11 or 12 pt., paginated, and
effaced by a cover page (topic/title, course information, and group members’ names).
2) Grammar: You are required to apply the rules of grammar.
3) Plagiarism, or failing to give credit to ideas that are not your own, is unlawful. Cutting and pasting data into
your document an unacceptable practice that will be penalized. You must paraphrase (re-cast in your own
words) and cite data that you collect. Direct quotes must be assigned to speakers, placed in double quotation
marks, and cited using the parenthetical style of documentation (Robertson, 4). Do not include in your
bibliography any sources that you do not cite in-text. There must be a 1:1 match between your in-text
citations and the sources in your bibliography.
4) Submission: All work is due at class time, after which it is considered late (15-point penalty).
5) Computer or printer glitches are not valid excuses for submitting late work. Solve your hardware and
software problems in advance of the assignment’s due date.
Research Topics:
 European Enslavement (process: how Africans were made slaves).
 European Colonization (process: how Africans were colonized in African countries).
 Slave Codes and Punishments of Slaves
 Black Inventors
 Eugenics (racist experimentation, sterilization, etc).
 Lynching
 Racial Segregation and Discrimination (Donald Trump’s discrimination against Blacks in housing).
 Environmental Racism (the case of Flint, Michigan and water contamination).
 The Destruction of Rosewood or Black Wallstreet (Tulsa, Oklahoma).
 The Jesse Washington Hate Crime.
 The Scottsboro Boys (Prosecutorial Railroading).
 The Central Park Five Hate Crime (Prosecutorial Railroading with the urging of Donald Trump).
 The Abner Louima Hate Crime.
 The James Byrd Hate Crime.
 Neo-nazism
 The ALT-Right
 The Jordan Davis Hate Crime.
 The Samuel DuBose Hate Crime.
 The Renisha McBride Hate Crime.
 The Ideology of White Supremacy and the Dylann Roof Hate Crime.
 George Floyd, Ahmaud Arbery, Breonna Taylor murders
Syllabus Overview
The Politics of History (Why is Ancient Africa is excluded from the historical narrative?).
Chapter 1: Ancestral Africa (Africa as the Genesis of Human Development and World
Civilizations). Ethiopians and Ethiopia in human history (archaeological, osteological,
environmental, Biblical evidence).
Video: https://www.youtube.com/watch?v=9bqXd9-VnFE
Images located under the Content Tab in Blackboard: Hominid; Narmer, Saint Maurice advising
the Europeans on Christianity; Ethiopian Orthodox Fresco Paint of Black Jesus Christ; The Black
Madonna and the baby Jesus; Makeda-Queen of Sheba).
Africa as the “MotherLand” (original, first, and matrilineal). The genetic and cultural substratum
of the world was Black/African first. Africans were the first to engage in maritime exploration
(Pre-Columbian) that allowed them to further Africanize the world (evidence).
Images: Moor in Spain, Blackamoor in Hapsburg; Othello and Desdemona.
25, 26
Chapter 2: European Quest for World Domination
Research Prospectus Due
Chapters 3 & 4 Slave Trade and The Making of Slaves in North America.
Virginia (First Permanent British Colony)
Codification of Race and Slavery
Chapters 5 & 6 Give me Liberty; Building Communities in the Early Republic
Slavery: the Great American Paradox. Life, Liberty, and the Pursuit of Happiness for some, not
Chapter 7 Southern Slavery and Southern Wealth (Inextricably linked and powerful).
The Constitutional Convention and the Constitution as a pro-slavery document.
Image: Bill of Sale of Slaves executed by James Madison.
The Slave Ship Clotilda and the Making of Africatown, USA: Spirit of Our Ancestors
Video: https://www.youtube.com/watch?v=YiDg3h1YTs4)
Chapters 8&9 Antebellum Free Blacks; Abolitionism in Black and White
No class in observance of the July 4th Holiday
Chapters 10 & 11 Civil War; Promises and Pitfalls of Reconstruction
Chapters 12&13 The Color Line: The Era of Self-Help
Black Wall Street
Video: https://www.youtube.com/watch?v=oJbF9SGB3Yk
Images: Lynch Mob 1 and 2; Female Lynching and Burning; Lynching of Roosevelt Townes and
Robert McDaniels.
Videos: Strange Fruit by Billie Holiday (https://www.youtube.com/watch?v=-DGY9HvChXk)
and the cover by Common ft. John Legend (https://www.youtube.com/watch?v=Ktcv71dxDnw).
Videos: History of Eugenics (https://www.youtube.com/watch?v=_pyiVuYAznk)
The Sterilization of Black Women (https://www.youtube.com/watch?v=53mgQqzF37I) and
(https://www.youtube.com/watch?v=qeHlBGgB9yA); Nick Cannon
Research Bibliography Due
Chapters 14&15 In Pursuit of Democracy; Voices of Protest
Chapter 16: The Harlem Renaissance; The Arts at Home and Abroad
Chapter 17 The New Deal Era
Chapter 18 Double V for Victory
Chapter 19 American Dilemmas
13,14, 15
Chapter 20 We shall Overcome
Chapter 21 Black Power
Research Paper Due
Chapter 22 Progress and Poverty
Chapter 23 Perspectives on President Obama, Neo-Nazis, White Nationalism, the Alt Right and
Video: https://www.youtube.com/watch?v=j7rJstUseKg
Final Thoughts
Capstone: (Oral Presentations)
All students and faculty are required to adhere to the Registrar’s final exam schedule. Please ensure that
your travel arrangements do not conflict with the schedules for final exams, capstone requirements, or oral
presentations. The University does not accept travel plans as a valid reason to miss, change, or makeup exams,
capstone requirements, or oral presentations.
Regular attendance is required. Students who miss more than two classes (with or without a “verified” excuse
validated at the discretion of the Professor) will forfeit 10% of their final grade, lowering their final grade at the
end of the course. Students will continue to lose 2% for every class missed thereafter. Persistent tardiness and
leaving the class for periods of time, will be construed and penalized as absenteeism at the Professor’s discretion.
Any conduct or appearance that is disruptive to the atmosphere of the class, that disrupts the Professor’s lectures,
or that breaches Hampton University’s Code of Conduct will be penalized (i.e. excessive talking; cellular phone
usage that is not lecture-related; answering calls during class, rude/disrespectful behavior towards Professor or
peers etc). Students are responsible for lecture notes missed during their absence. Make-up examinations are only
permissible under the following circumstances: 1) illness (verified by a physician’s or nurse’s statement); 2)
participation in an institution-sponsored activity (verified by a written statement from a faculty sponsor); 3) or,
recognizable emergencies approved by the Dean of Women/Men or the Provost. Serious health matters must be
brought to the immediate attention of the Professor. Retroactive doctor’s excuses and other verbal/written excuses
submitted on the back-end of consecutive or sporadic absences, health-related or otherwise, will not be accepted
as valid excuses to cover those absences. Students requiring special accommodations as specified in Section 504
of the Americans with Disabilities Act must inform instructor and show documentation during the first week of
the semester. Travel Plans: transportation tickets purchased prior to the start of official Hampton University
breaks and holidays will not be accepted as valid excuses for missing classes or assignments issued before the
start official Hampton University holidays. Lectures may not be voice- or video-recorded without the permission
of the Professor.
1. Students are expected to comply with the Hampton University Code of Conduct (see below).
2. Students are expected to attend class regularly and promptly. The roll will be taken during each class session,
at least 5 minutes past the official beginning of class.
3. Texting, FaceTime, IM, Social Media messaging, or wearing headphones/earbuds is not allowed during class.
4. Taking pictures, making video and/or audio recording of lectures, presentations and other proceedings in class
is strictly prohibited and will be referred to appropriate student judicial and disciplinary mechanisms. further, such
recordings may expose students to state and federal legal proceedings.
5. Academic integrity is expected of all students at all time. A student caught cheating on a test/exam or
plagiarizing a paper in this course will be given an “F” for that assessment. An additional case of cheating or
plagiarism will result in an “F” for the course. All such cases will be reported to the appropriate University
authority, which may result in the student’s dismissal from the University. See page A-10 of the Student
Handbook for details.
6. Students are advised that disruptive behavior (such as excessive talking and use of cell phones, etc.) will not be
tolerated. All cell phones, tablets, and laptops must be silenced during class and should be used only for
legitimate academic purposes. Students who abuse the electronics privilege, watch inappropriate or offensive
content, or distract others will lose electronic privileges. All cell phones, iPads/tablets, and other electronic
devices must be turned off and put away during all tests or exams.
7. Email communication with the instructor must be through the student’s Hampton University email account.
Questions frequently asked by students of the Professor at the end of the semester are, “Can I do work for extra
credit to raise my grade? Do you curve grades?” The answer is NO. Studying, punctually attending class, and
participating in class discussions throughout the semester is more worthwhile than negotiating for grades. The
above grading items are the only ones that will count towards your grade. Professors will not make special
provisions for individual students who may have missed required work, especially without excused absences that
will be validated and accepted at the discretion of the Professor. The Professor may award credit for courserelated events or activities that are “required” attendance; these will be communicated by the Professor.
Incomplete grades are only given in emergency situations, and students must be passing the course and must have
completed ½ of the course requirements to receive an “I”. There will be no exceptions to this policy. Students
must always consult the University Catalog for academic guidance.
1. A student caught cheating on an examination or plagiarizing a paper, in whole or in part, the student shall
receive an “F” in the course, and he/she will be subject to dismissal from the University.
2. A student is considered to be cheating if, in the observation of the person administering an examination
(written or oral), the student utilizes, receives, gives, or seeks additional information (verbal, written, or
electronic) or material that is not allowed for use during the process of the examination and that is
intended to aid the student, or give the student unfair academic advantage, in the taking or completion of
the exam; the student buys, steals, sells, or otherwise possesses or transmits an examination without
authorization; or, the student substitutes for another or permits substitution for himself / herself for the
purposes of taking an examination. All cases of cheating shall be reported by the Professor to the Chair of
the department in which the cheating occurred, to the school dean / division director, and to the Provost.
The Professor shall document the incident in writing, and it shall become a part of the formal Grievance
Process that is initiated by the Student using the Grievance Form and Procedures that are attached to this
3. Plagiarism, or failing to give credit to ideas that are not your own, is unlawful. Cutting and pasting data
into your document is an unacceptable form of cheating that is contrary to Hampton University’s Code of
Conduct and that will be severely penalized. You must paraphrase (re-cast in your own words) and cite
data that you incorporate in your document. Direct quotes must be assigned to speakers, placed in double
quotation marks, and cited.
1. Students are required to use university-provided email to communicate any official matters to the
2. This course makes extensive use of Blackboard. The Professor will post the course syllabus, syllabus
revisions, content, and announcements to Blackboard. Students must be connected to Blackboard to
receive notifications of new postings. Otherwise, it is the responsibility of the student to log into
Blackboard at minimum of twice per week to check postings.
3. Students must follow Hampton University’s formal Grievance Process that is initiated by the Student
using the Grievance Form and Grievance Procedures that are attached to this syllabus.
1. Students are required to arrive in class on time. After the Professor has formally convened class, there is
no guarantee that students will be allowed to enter the class. Once in the classroom, students are expected
to remain in class until the Professor has formally dismissed class. Students should refrain from leaving
the classroom during the lectures and discussions, for such behavior disrupts the instructional and
educational processes.
2. Students will be penalized (5%, 10%, or more) for each incident (conduct or appearance) that disrupts the
learning atmosphere of the classroom, that disrupts the Professor’s lectures, or that breaches Hampton
University’s Codes of Conduct and Dress.
3. Disruptive behavior includes, but is not limited to, excessive talking; cellular phone usage/texting/web
surfing; leaving class to answer calls, texting, frequently leaving the classroom to go to the restroom
(toileting must be done prior to class, unless a documented medical condition warrants otherwise);
rude/disrespectful behavior towards Professor or peers, etc); eating in class, unless doing so is a medical
necessity that has been officially documented by the University and that official documentation has been
presented to the Professor.
4. Any student who engages in persistent disruptive behavior will be asked to leave the classroom
immediately. Refusal to leave the classroom will necessitate the summoning of University Police to escort
you from the classroom, with a report of the incident being forwarded to the appropriate University
officials for placement in your academic record.
5. Students must not sign attendance sheets for others, for that behavior represents an act of academic
dishonesty. If the violator (signor) is not identified, the signee will be penalized. Offenders will be
penalized 25%, and the matter will be forwarded to the Dean of Students.
Although you are receiving instruction online, HU’s Dress Code remains applicable. The Dress Code is based on
the theory that learning to use socially acceptable manners and selecting attire appropriate to specific occasions
and activities are critical factors in the total educational process. Understanding and employing these behaviors
not only improves the quality of one's life, but also contributes to optimum morale, as well as embellishes the
overall campus image. They also play a major role in instilling a sense of integrity and an appreciation for values
and ethics. The continuous demonstration of appropriate manners and dress insures that Hampton University
students meet the very minimum standards of quality achievement in the social, physical, moral and educational
aspects of their lives - essential areas of development necessary for propelling students toward successful careers.
The following are examples of appropriate dress for various occasions:
Ensure that your dress is neat, modest, and casual.
Formal programs in Ogden Hall, the Convocation Center, the Little Theater and the Memorial Chapel business or dressy attire.
Interviews - business attire.
4. Social/Recreational activities, Residence hall lounges (during visitation hours) - modest, casual or dressy attire.
5. Examples of Inappropriate Dress and/or Appearance
1. Do-rags, stocking caps, skullcaps and bandanas (prohibited at all times on the campus of Hampton University
except in the privacy of the student's living quarters).
2. Head coverings and hoods for men in any building.
3. Baseball caps and hoods for women in any building. This policy item does not apply to headgear considered as
a part of religious or cultural dress.
4. Bare feet.
5. Shorts that reveal buttocks or shirts that reveal cleavage.
6. Shorts, all types of jeans at programs dictating professional or formal attire, such as Musical Arts, Fall
Convocation, Founder's Day, and Commencement.
7. Clothing with derogatory, offensive and/or lewd messages either in words or pictures.
8. Men's undershirts of any color worn outside of the private living quarters of the residence halls.
9. Sports jerseys without a conventional tee-shirt underneath.
10. Men and Women’s pants that show underwear.
1. Students seeking approval to wear headgear as an expression of religious or cultural dress may make a written
request for a review through the Office of the Chaplain.
2. The Chaplain will forward a recommendation to the Vice President for Student Affairs for final approval.
3.Students that are approved will then have their new ID card picture taken by University Police with the
headgear being worn.
All administrative, faculty and support staff members will be expected to monitor student behavior applicable to
this dress code and report any such disregard or violations to the Offices of the Dean of Men, or Dean of Women
for the attention of the Vice President for Student Affairs.
Joining the Hampton Family is an honor and requires each individual to uphold the policies, regulations, and
guidelines established for students, faculty, administration, professional and other employees, and the laws of the
Commonwealth of Virginia. Each member is required to adhere to and conform to the instructions and guidance
of the leadership of his/her respective area. Therefore, the following are expected of each member of the Hampton
1. To respect himself or herself.
Each member of the Hampton Family will exhibit a high degree of maturity and self-respect and foster an
appreciation for other cultures, one's own cultural background, as well as the cultural matrix from which Hampton
University was born. It is only through these appreciations that the future of our university can be sustained
2. To respect the dignity, feelings, worth, and values of others.
Each member of the Hampton Family will respect one another and visitors as if they were guests in one's home.
Therefore, to accost, cajole, or proselytize students, faculty or staff, parents or others, to engage in gender and
sexual harassment, use vile, obscene or abusive language or exhibit lewd behavior, to possess weapons such as
knives or firearms, or to be involved in the possession, use, distribution of and sale of illegal drugs is strictly
prohibited and is in direct violation of the Hampton University Code, on or off campus.
3. To respect the rights and property of others and to discourage vandalism and theft.
Each member of the Hampton Family will refrain from illegal activity, both on and off campus, and will be
subject to all applicable provisions listed in the Faculty Handbook, Personnel Policies Manual for
Administrative/Professional and Nonexempt Employees, the Official Student Handbook, and the Hampton
University Code.
4. To prohibit discrimination, while striving to learn from differences in people, ideas, and opinions.
Each member of the Hampton Family will support equal rights and opportunities for all regardless of age, sex,
race, religion, disability, ethnic heritage, socio-economic status, political, social, or other affiliation or
disaffiliation, or sexual preference.
5. To practice personal, professional, and academic integrity, and to discourage all forms of dishonesty,
plagiarism, deceit, and disloyalty to the Code of Conduct.
Personal, professional, and academic integrity is paramount to the survival and potential of the Hampton Family.
Therefore, individuals found in violation of Hampton University's policies against lying, cheating, plagiarism, or
stealing are subject to disciplinary action which could possibly include dismissal from the University.
6. To foster a personal professional work ethic within the Hampton University Family.
Each employee and student of the Hampton Family must strive for efficiency and job perfection. Each employee
must exhibit a commitment to serve and job tasks must be executed in a humane and civil manner.
7. To foster an open, fair, and caring environment.
Each member of the Hampton Family is assured equal and fair treatment on the adjudication of all matters. In
addition, it is understood that intellectual stimulation is nurtured through the sharing of ideas. Therefore, the
University will maintain an open and caring environment.
8. To be fully responsible for upholding the Hampton University Code. Each member of the Hampton Family will
embrace all tenets of the Code and is encouraged to report all code violators.
BIBLIOGRAPHY (Suggested readings)
Alexander, Michelle. The New Jim Crow: Mass Incarceration in the Age of Colorblindness. The New
Press, 2010.
Baldwin, James. The Fire Next Time. Reissue. Vintage, 1992.
Bay, Mia. To Tell the Truth Freely: The Life of Ida B. Wells. Hill and Wang, 2010.
Clarke, John Henrik. Christopher Columbus and the Afrikan Holocaust: Slavery and the Rise of European
Capitalism. EWorld, Inc., 2011.
Diop, Cheik Anta. The African Origins of Civilization. L Hill, 1974.
Douglass, Frederick. Narrative of the Life of Frederick Douglass. Free Kindle/Amazon download.
DuBois, W.E.B. Black Reconstruction in America, 1860-1880. Free Press, 1998.
______________. The Souls of Black Folk. Free Kindle/Amazon download.
Cooper, Afua. The Hanging of Angelique: The Untold Story of Canadian Slavery and the Burning of Old
Montreal. University of Georgia Press, 2007.
Elgersman, Maureen G. Unyielding Spirits: Black Women and Slavery in Early Canada and Jamaica. Garland
Publishing, 1999.
Elgersman Lee, Maureen G. Black Bangor: African Americans in a Maine Community, 1880-1950.
University Press of New England, 2005.
Gates, Henry Louis, Jr. Life Upon These Shores: Looking at African-American History, 1513-2008. Knopf,
Giddings, Paula. When and Where I Enter: The Impact of Black Women on Race and Sex in America. 2d ed.
William Morrow, 2007.
Horton, James O. and Lois E. Horton. Black Bostonians: Family Life and Community Struggle in the
Antebellum North. Revised ed. Holmes and Meier, 2000.
Hurston, Zora Neale. Dust Tracks on a Road. Reissue. Harper Perennial, 2006.
James, C.L.R. The Black Jacobins: Toussaint L’Ouverture and the San Domingo Revolution. 2d ed.
Vintage, 1989.
Keckley, Elizabeth. Behind the Scenes, or Thirty Years a Slave, and Four Years in the White House. Free
Kindle/Amazon download.
Kimbrough, Walter M. Black Greek 101: The Culture, Customs, and Challenges of Black Fraternities and
Sororities. Fairleigh Dickinson University Press, 2003.
King, Martin Luther, Jr. Letter From a Birmingham Jail.
Landmark Publications. Race-Based Discrimination: Historic Supreme Court Decisions. Landmark
Publications, 2011.
Locke, Alain, ed. The New Negro. Touchstone edition, 2014.
Rieder, Jonathan. Gospel of Freedom: Martin Luther King, Jr.’s Letter from Birmingham Jail and the
Struggle That Changed a Nation.
Robertson, Natalie S. The Slave Ship Clotilda and the Making of AfricaTown, U.S.A.: Spirit of Our
Ancestors. Praeger, 2008.
Stampp, Kenneth. The Peculiar Institution: Slavery in the Antebellum South. Vintage, 1989.
Van Sertima, Ivan. They Came Before Columbus: The African Presence in Ancient America.reprint ed.
Random House, 2003.
Washington, Booker T. Up From Slavery. Free Kindle/Amazon download.
Wilkerson, Isabel. The Warmth of Other Suns: The Epic Story of America’s Great Migration. Vintage, 2011.
Winks, Robin W. The Blacks in Canada: A History. McGill-Queen’s University Press, 1997.
X, Malcolm and Alex Haley. The Autobiography of Malcolm X. Reprint. Penguin Modern Classics, 2001.
Grade Calculation Table
Unit I
Unit II
Course Total
University Letter Grade