African American History From 1877
This course examines the history of African Americans from Reconstruction to the present. At
the beginning of this period, the nation’s black population was predominantly rural, southern,
and poor. However, as the twentieth century unfolded African Americans left farms and fields
for urban industrial centers throughout the country. In the process of exploring this transition,
we will discuss the origins and elaboration of segregation, life in the Jim Crow South, migration
to the urban North and West, and the evolution of the Civil Rights Movement. A major theme of
this course is African American agency: how black citizens shaped vital cultural, economic, and
political institutions that allowed them to survive and challenge racial discrimination.
Disability Policy
Reasonable and appropriate accommodations, that take into account the context of the course and
its essential elements, for individuals with qualifying disabilities, are extended through the office of
Student Disability Services. Students with disabilities are encouraged to contact the Student
Disability Services Coordinator at (925) 631-4164 to set up a confidential appointment to discuss
accommodation guidelines and available services.
Academic Honesty Policy
Any work that a student undertakes as part of the progress toward a degree or certification must be
the student’s own, unless the instructor specifies otherwise. That work may include examinations,
whether written or oral, oral presentations, laboratory exercises, papers, reports and other written
assignments. In written work other than examinations, students must clearly indicate the sources of
information, ideas, opinions and quotations that are not their own. Under the Academic Honor Code,
a student takes responsibility for the correctness and authenticity of all work submitted by that
student. Detailed regulations concerning the Academic Honor Code and the penalties for breach of
academic honesty are published in full in the Student Handbook. Each student is held responsible
for being acquainted with these regulations.
Learning Outcomes
1. A solid chronological and thematic grasp of African American History, 1877-present
2. An understanding of how race, class, and gender have shaped the African American
experience
3. An understanding of how the social categories of race, class, and gender, and the
structures of power that reflect them affect individuals and communites
4. Familiarity with the vocabulary and terminology of African American history
5. Ability to identify the major cultural, political, economic, and social developments
associated with this period of African American history
6. Ability to identify influential individuals and movements that shaped this period of
African American history
7. Ability to critically evaluate historical sources, and use historical evidence to craft an
analytic essay on the theme of black resistance and white supremacy
Readings
Palmer, Passageways, Vol. II, 1863-1965
Litwack, Trouble in Mind
Lewis, When Harlem Was in Vogue
Lemke-Santangelo, Abiding Courage
Sitkoff, Struggle for Black Equality
Grading
Class Participation and Attendance
15%
Thesis/Interpretation Papers
10%
Midterm
25%
Final
25%
Interpretive Essay
25%
Schedule of Classes
Tu. Feb. 9
Introduction
Begin Trouble in Mind
Th. Feb. 11
Reconstruction
Passageways, pp. 1-32
Tu. Feb. 16
The Collapse of Reconstruction
Passageways, pp. 33-45
Th. Feb. 18
Disfranchisement, Segregation, Debt Peonage, and Education
Tu. Feb. 23
Film: Ethnic Notions
Th. Feb. 25
Resisting Jim Crow: Washington, Du Bois, Racial Uplift, and
Institution-Building
Passageways, pp. 47-81
Tu. March 2
World War I and the First Great Migration
Passageways, pp. 82-105
Th. March 4
Discuss Trouble in Mind/Thesis and Interpretation Papers Due
Begin When Harlem Was in Vogue
Tu. March 9
White Backlash and Black Resistance
Passageways, pp. 106-129
Th. March 11
Film: The Killing Floor (daily life and labor in the urban north)
Tu. March 16
The Harlem Renaissance
Passageways, pp. 130-155
Th. March 18
Discuss When Harlem Was in Vogue/Thesis and Interpretation
Papers Due
Begin Abiding Courage
Tu. March 23
The Great Depression
Passageways, pp. 184-201
Th. March 25
Midterm
Tu. April 6
World War II: The Double “V” and Second Great Migration
Passageways, pp. 202-218
Th. April 8
World War II Continued
Tu. April 13
Discuss Abiding Courage/Thesis and Interpretation Papers Due
Th. April 15
Roots of the Second Reconstruction
Passageways, pp. 219-237; Struggle for Black Equality, pp. 3-36
Tu. April 20
Film; Simple Justice (Brown v. Board of Education)
Th. April 22
Film: Simple Justice
Tu. April 27
Montgomery Bus Boycott
Passageways, pp. 239-260; Struggle for Black Equality, pp. 37-60
Th. April 29
Student Sit-In Movement and Freedom Rides
Struggle for Black Equality, pp. 61-117
Tu. May 4
Birmingham and the March on Washington
Struggle for Black Equality, pp. 118-154
Th. May 6
Freedom Summer
Struggle for Black Equality, pp. 155-183
Film: Freedom on my Mind
Tu. May 11
From Civil Rights to Black Power
Struggle for Black Equality, pp. 184-209
Th. May 13
Legacy of the Movement
Struggle for Black Equality, pp. 210-235
Interpretive Essays Due
Interpretive Essay: The interpretive essay consists of a typed, double-spaced, ten page paper
that discusses and links together Trouble in Mind, When Harlem Was in Vogue, Abiding
Courage, and the Struggle for Black Equality. This is where you demonstrate that you have read
and thought about each book (do not use outside sources or lecture/discussion notes). Organize
your essay around the theme of white supremacy and black resistance. Discuss what each book
reveals about the dynamics and expression of white racism during the time period under
consideration. Then describe what each book reveals about African American resistance. Be
certain to consider all forms of resistance: institution building, self-help, migration, culture
(literature, music, art, dance, etc.), economic independence, civil disobedience, education, etc. If
you quote from the books, please cite page numbers. No late papers will be accepted.
Exams: The midterm and final will be essay exams. Please bring bluebooks and at least two
dark pencils or pens to class on the day of the exams. Study questions, from which the exams
will be drawn, will be handed out in class one week prior to the test dates. The final will not be
comprehensive. Make-up exams will be administered only in cases of illness (with a doctor’s
excuse), or other documented emergencies.
Thesis and Interpretation Papers
In two pages, please summarize the author’s thesis, provide an overview of his/her sources, and
assess the validity of her/his argument.