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AFRICAN AMERICAN HISTORY
AMH 1091 Instructor: Jack Packer
Session: Fall2018
Phone & Text Messages: 727-600-9615
E-Mail:
COURSE DESCRIPTION: THOSE WHO WERE, BY THEIR OWN ACTIONS AND BY THOSE THEY CAME INTO CONTACT WITH, TRANSFORMED AS INDIVIDUALS AND AS A RACE OF PEOPLE FROM AFRICANS TO AMERICANS WHO HAPPENED TO BE BLACK.
The course’s design will give each student an extraordinary opportunity to assess and comprehend the development of the African through colonial slavery to becoming the African American. Emphasis will be placed upon understanding the blending and inter-locking of geo-political, social and economic themes of this development [African to African American] more so than remembering dates. Right versus Wrong is not sought after in the class! Historical Facts are!
Much was and still is involved in the dynamic journey of the race of people,black in color. Their travels through being Kings and Queens to loss of country, slavery and ultimately the finding of a new country have brought exalting success stories and astounding scientific, social and political contributions to the land called America. Failures at the national, state and local levels, associated with the emergence of the African American, at times threatened the very national fabric (political, social and economic) of America.
The course seeks to assist the student in finding and determining the identity of the African American. All (Good, Bad and Ugly) must and will be uncovered to complete the study. It will become obvious to all in the course that the study of the African American is the study of American History.
Textbook:FROM SLAVERY TO FREEDOM,
Ninth Edition, John Hope Franklin.
General Bullets:
Role is taken each class.
You must attempt to be on time. If you are late, it is your responsibility to ensure the instructor marks you as late and not as absent.
Exams will cover both course text and notes.
Do not rely only on the text for your exam material. The instructor will often give out essential / testing material as notes in class. It is imperative that you attend class and on time.
Cell Phones must be off and or on vibrate.
All calls must be answered outside the class. If it is critical that you answer the call, please quietly leave the classroom, answer the call and return to class as soon as possible. No exceptions!
Follow prescribed SPC procedures for Adding or Dropping Courses.
Not following this procedure, especially dropping the course, can lead to the student being forced into an unwanted situation concerning grade and or not attending the appropriate and or desired course
Make-Up tests for documented emergencies only.
The Instructor will coordinate with each student the time and place to make up an exam.
E-Mail best for contact with Instructor (See page 1)
Make every effort, if possible, to contact the Instructor prior to 12:00 p.m. the same day of class. Anytime will do if it is not the same day of the class.
Emergency Statement Plan (ESP).
In the event of a weather emergency or natural disaster that prevents students from attending class for a period of time, your instructor will email you with instructions on how to complete this course in an online modality.
SPC Addendum Link:
Grading:
A = 400 –360
B = 320 - 359
C = 280 – 319 D=240 - 279
F= 000– 239
Exams I & II = 60 points (30 pts. each)
Film Review = 45 points (See Page 6)
Papers, Two Pages ea. = 50 (5 X 10 pts. ea.) Instructions on-line
Passage Analysis = 35 points
Final Exam = 90 points
Classroom Participation =120 points (See page 4)
COURSE OUTLINE
Contact: Alteration of Cultures
Introduction General Themes, Objectives,
Class Format, Assignments
Chapters / Topics of Discussion
1, 2, 3 Roots (African & American)
4, 5 Establishing Roots/
Nation Building
6, 7, 8 Culture & Communities
Exam I
Contrast of Colors
9, 10, 11 Strife, Supremacy and Strains
12, 13, 14 Struggle, Solutions and Survival
15, 16 Democracy, Demands & Arts
Exam II
Emergence of the African American
17, 18 Development, Deals and Dilemma
18, 19 Patriotism, Progress and Problems
20, 21 Rage and Revolution
21, 22 The Black Divide
22 (African) American
23 Present & Future
FINAL EXAM
Attendance / Engagement Policy:
Attendance: It is imperative that you attempt to make every class to prevent falling behind in the course study; test material will be given as notes during class periods. If you miss a class you are required to make up any missed work, including exams. Be advised attendance will be taken each time the class meets.
Student Engagement/Classroom Participation: The student’s classroom engagement (See page two for grade points), demonstrating study of assignments and the desire to master the course work, will greatly contribute to the student receiving a competitive grade for the course. This engagement, each time the student is present for class, is the student demonstrating he/she has read the assignment and takes part in the classroom discussions rendering facts, observations and points of view based upon the readings. This does not include simply asking questions of the instructor. Engagement cannot occur if the student does not read and study the course material and is repeatedly absent from class.
Notes:
1. The class meets once per week.
- Life does not always cooperate with our schedules. Sometimes, it may be critical
to be somewhere other than the class. Keep me informed and such absences may be placed in the excused category.
- You are urged to arrange for sharing of notes with a classmate. This will come in handy when and if you are absent from class.
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It is recommended that attendance should not, at any time, fall below 70% of the current number of class sessions. Failure to maintain a minimum 70% attendance rate can lead to the student receiving a failing classroom participation grade; this could ultimately determine a failing or less than desired course grade.
Example: Ten (10) class meetings: You attend a minimum seven =70%.
Sixteen (16) class meetings: You attend a minimum 11 =70%.
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Selected Bibliography
Ajayi, J.F. and Michael Crowder, eds. History of West Africa. 3d ed. 2 vols. 1985
Berlin, Ira. Many Thousands Gone: The First Two Centuries of Slavery in North
America. 1998.
Berlin, Ira. Slaves without Masters: The Free Negro in the Antebellum South. 1975
Berry, Mary Frances. Black Resistance, White Law: A History of Constitutional Racism in America. 1994
Blassingame, John. The Slave Community, Plantation Life in the Antebellum South.
1979.
Brown, Vincent. The Reaper’s Garden: Death and Power in the World of Atlantic
Slavery. 2008.
Coonah, Graham. African Civilizations: Precolonial Cities and States in Tropical
Africa: An Archeological Perspective. 1988.
Curtin, Philip D. The Atlantic Slave Trade: A Census. 1969.
Davidson, Basil. Africa in History. 1995
Dunn, Richard S. Sugar and Slaves: The Rise of the Planter Class in the English West
Indies, 1624-1713. 1972.
Franklin, John Hope. From Slavery to Freedom, 9thed. 2011.
Gomez, Michael Angelo. Exchanging Our Country Marks: The Transformation of
African Identities in the Colonial and Antebellum South. 1998.
Hine, Darlene C., Hine, William C. and Harrold, Stanley. African Americans: A
Concise History, 3d ed. 2009.
Rose, Willie L. (Editor). A Documentary History of Slavery in North America. 1976
Film Review Outline Addendum
The student is required to use the format below and in the order (Items 1-10) listed to critiquethe film, 10,000 Black Men Named George. No other format will be acceptable. Grading will be applied based upon substantive accuracy of the student’s narrative per item. ONLY TYPED RESPONSES ARE ACCEPTABLE!
- Name of Lead Character
- Philosophy of Lead Character (Relatable to Washington/DuBois)
- Identification of character demonstrating a “Slave Mentality”.
- What impact does this mentality have upon the outcomes in the film?
- Identify “The most dangerous man in America” and justify why considered to be such.
- What [possibly] promotes the Charles Dutton character to not fear whites/anyone?
- What stereotypes of black men are projected in the film?
- Is color difference [Light Skin vs. Black Skin] in the black race essential in the film?
- What trends (cultural, socio-economic, political, etc.) can be seen developing in Black America?
- Does the film explain the development/continuation of race problems Black Americans experience today in America?
Note. The student reviews will be turned in per instructions of the instructor.