Race and Social Justice in the United States
Course Syllabus – Academic Year 2009-10
Rationale: Conventional U.S. History courses are often taught from a purely political perspective. That is, they use the chronology of Presidents and major events (usually wars) to serve as units of history. For example, every U.S. History class has units on World War One and Two. This approach can leave a student with a one-sided view of U.S. History. Not only are they left wondering where the diversity is, but are often left with the impression (intended or not) that wars and Presidents drive history. While both do drive history, this isn’t always the case. Additionally, what damage is done when students don’t see themselves as a part of history? I believe it creates a citizenry who believe they don’t and can’t make a difference. It leads to apathy and inaction.
The purpose of this course is to teach U.S. History from a different perspective – one which emphasizes the role of race and justice in American history. This course will still meet the California State Standards for Social Studies, and therefore will still satisfy all high school graduation and college admission requirements.
Texts: A Different Mirror: A History of Multicultural America
Race Relations in America : A Reference Guide with Primary Documents (Major Issues in American History)
The American Vision
ATTENDANCE
It is highly recommended that you attend class everyday. Everyday attendance allows you to keep up on homework and discussions that are needed for you to do well in this class. Of course, not everyone can make it to class everyday.
1. Participation Grade – each quarter you will be given 50 points. You will not lose any points from this portion of your quarter grade unless:
a. You are tardy more than 3 times per quarter. On the fourth tardy, you will lose 5 points and will lose 5 more points for each tardy thereafter.
b. You have an unexcused absence. For each class cut you will lose 5 points from your participation grade.
c. You miss more than 3 book checks. It is expected that you come to class prepared: writing instruments, notebooks, and textbooks.
d. You have continued behavorial problems. You’ll be contacted by the teacher before these points will be deducted from the participation grade
2. Excused absences - these are usually absences due to illness. You will not be penalized for late work because of an excused absence. Work must be turned in no later than the amount of days you missed due to you illness. For example, if you missed 2 days, then the assignment is due 2 days after you return. It is your responsibility to ask the teacher for any work you may have missed during your absence. This is very important to remember.
3. Unexcused absences - these are usually class cuts and truancies. These absences will not be tolerated. Unexcused absences will have a negative effect on your grade in more ways than one. First, any homework that is not turned in because of an unexcused absence will not be accepted. You will receive a zero on the assignment. Any tests missed because of an unexcused absence cannot be made up. You will receive a zero on the test. No exceptions. After 6 unexcused absences your grade will drop by one letter. After 9, your grade will drop two letter grades, and after 12 unexcused absences you will fail this course. For each unexcused absence you will also receive detention. In addition, for every class cut, you will lose 5 points off your participation grade.
4. Tardies - Tardies will be dealt with according to the policy outlined in “Participation Grade”. After 3 tardies your participation grade will begin to suffer.
Obviously, the whole message here is come to class. I work hard to make this class interesting and fun for the students, so show up and tell me if I'm doing my job.
HOMEWORK
If you do all of your homework on time you will probably pass this class. 40-50% of your grade is based on your homework. Do yourself a favor - get your homework done and get it done on time. Homework is usually graded, and returned after one day. However, you need to hold onto homework and turn it in when a “packet” is collected. This is usually on the day of an exam. Collecting a packet allows me to add several homework assignments together to create one gradebook entry.
Late work accepted on all homework assignments. However, on small homework assignment (5 points), late work will only be accepted for one day (you will lose two points for late work on a small assignment). On larger class assignments there will be late work allowed, but it will not be accepted after one week past its original due date, and you will be penalized 5% for the first day late, and 10% for each additional day. You will be notified which assignment will be accepted late and which assignments will not be accepted.
There may be papers that are due. Papers are generally about a topic that we've discussed in class, however there will be a larger research project due near the end of the 2nd semester (mid May).
TESTS
Tests account for about 50% of your grade. They are generally given after each chapter is finished. I usually make up review sheets for you. Multiple choice sections of tests are usually curved. That is, if many people miss the same question throw the question out. There will be essay questions on each test. I will give you an essay grade sheet for each exam so you can see how I grade essays.
There will be bi-weekly terms quizzes. You do not need to make up a missed terms quiz due to an excused absence. Your next score will be counted twice to make up for the quiz you missed.
MAKE-UP EXAMS
If you have an excused absence you can make up the test, but if you have an unexcused absence you will receive a zero on the test. Makeup tests are almost always made up of identification and essay - no multiple choice. If you miss the regular test, you will have to take the alternate exam - no exceptions.
You must present an excused absence form BEFORE I allow you to take the makeup exam. If you have not made up the exam 2 calendar weeks after the original test date, you will receive a zero.
Race and Social Justice in U.S. History
RESEARCH COMPONENT
A major portion of this course and one that sets it apart from the regular U.S. History course is its well-defined research component. Students will be asked to select, organize, research and present a topic of contemporary significance whose roots can be easily discerned in U.S. History. This process is well-defined and will follow the guidelines set by Youth In Focus:
First Semester/2nd Quarter
1. Getting Ready
a. Students will be put in teacher-selected groups (Groups between 4-7)
2. Orientation and Team Building
a. Groups will be introduced to the project and its requirements
i. Research Paper Component (see below)
ii. Presentation Component
b. Students will be introduced to team building exercises (ex. “Check In-Check Out”)
c. Topic Awareness and Mapping – students will begin to brainstorm topics that are historically relevant. In addition, they will search for a topic that still continues to be an issue today. Students will map different ideas, and chart possible directions for research.
i. Groups will be given tools to help define good topics
ii. Introduction to research tools: CQ Quarterly, Issues and Controversies, etc.
3. Research, Evaluation, and Presentation Design
a. Students will choose their topic of research, evaluation and presentation
i. Students will identify the sources they will use for research
ii. Students will be introduced to their method of evaluation
a. Oral Interview, Surveys, Focus Groups
iii. PowerPoint in class is required
i. Your group may be asked to do a community presentation
Second Semester
*RESEARCH AND EVALUATION WILL CONTINUE
4. Skill Development
a. Students will begin the process of research and writing
b. Students will turn in rough draft submissions that detail their sources, and preliminary written portions of their work.
1. Defining the Contemporary Problem DUE:______
2. Proving the Problem Exists:
a. History Background of the Problem DUE:______
b. Local Proof of Problem DUE:______
3. Solutions to Problem DUE:______
4. FINAL DRAFT/PPT (including Expected Outcomes) DUE:______
5. Rough Draft Analysis and Final Report Preparation
a. Students will prepare their final drafts of their research using fact (statistics, charts, images, etc.)
b. Students will use MLA format in preparing their final reports and bibliographies.
c. Students will present their findings to their classmates
i. Students must use PowerPoint as the main method for presentation
1. PowerPoint must not rely too much on text, rather the students must present information in a manner that shows their preparedness.
2. PowerPoint must have images (charts, photographs) to go along with presentation.
3. Students may use video, music, or skits in their presentation.
4. Students will determine whether to present to other audiences.
MATERIALS REQUIRED
1. You must have a separate bound journal. This must be brought to class on a daily basis. There will be frequent quick writes – both at the beginning and at the end of class.
GENERAL CLASS RULES
1. Respect everyone's opinions and questions.
2. “One Mic Rule” - do not talk when you have not been called on, or when others are talking.
3. Speak Up Rule – YOU need to be heard. We don’t know your experiences or thoughts and we want to learn from you.
4. Step Back Rule - on the other hand, maybe you realize that you’ve spoken a lot. Try listening and give someone else the chance to be heard
5. Ooops/Ouch Rule – in this class people may say something that is offensive. Give them the space to make this mistake. At the same time, feel free to let someone know that you are uncomfortable with what they have said. That said, we also need to be aware that just because someone isn’t showing an emotion, doesn’t mean they aren’t experiencing one.
6. Communicate – if you want to talk with me privately about anything – please do not hesitate. I have an open door policy. You can also email, or let me know in your journal.
5. Use only appropriate language – no curse words.
6. Do not cheat - it will result in zeroes.
7. If you are excused to leave the classroom (restroom, etc), return promptly.
RACIAL IDENTITY DEVELOPMENT
Research by Beverly Tatum (all of this can be found in more detail in Tatum’s book Why Are All the Black Kids Sitting Together in the Cafeteria, suggests there are several stages, for both people of color, and white persons, to developing a racial identity. The events of the past few years in Davis, and the work of Youth in Focus (now Catalysts for Social Justice) have made many students aware of the role of color in society. This realization comes with a wide range of responses. By exposing students and adults to the idea of developing racial identity, they will learn to see that their feelings and emotions on the topic are normal, and expected.
Racial Identity – Person of Color
a. Pre-Encounter – person absorbs the dominant culture (in this case white), and believes the ideas associated with the dominant culture. For example, a black student may internalize and accept that white is better and/or safer. White students may believe the notion that black students are more likely to be in gangs.
b. Encounter – an event or series of events forces one to become aware of the impact of race and racist thinking and/or actions. The person begins to think about what it means to be a member of a targeted group. There may be an “anger response” in this stage. White people may feel that they are being labeled as racist, while people of color are angry because they are targets of racism.
c. Immersion – a strong desire to surround oneself with symbols associated with their racial group. Also, there is a strong desire to learn about one’s history.
d. Internalization – one becomes secure in their racial identity without relying on any ideas from the dominant culture. This person is willing to establish cross-racial relationships.
e. Commitment – now that the person is secure and has begun to establish relationships, this stage is focused more on action. The person actively seeks to make the world a better place for their racial group, and therefore, for all groups.
Racial Identify – White Person
- Contact – doesn’t think about racial identity and consider themselves prejudice free. (similar to pre-encounter)
- Disintegration – growing awareness of racism. This might come because of a relationship with a person of color. It could result from seeing or witnessing an incident (Rodney King beating for example). Denial, guilt, or shame may be the emotions (similar to Encounter).
- Reintegration – the guilt experienced in disintegration becomes so overwhelming that one might try to shift blame back to the minority group. It is possible that this part of the stage may be skipped. However, also part of reintegration is another coping mechanism to disintegration. One sees oneself as an individual (not like others). An individual also earns what they’ve got, and fit nicely into the American dream. (Similar to Immersion).
- Pseudo-independent – understands and accepts the role of race in society, but doesn’t really know what to do about it. An early way of dealing with it may be to associate with people of color.
- Immersion/Emersion – seeking methods to deal with the numerous ways that race is a part of our lives. The best method might be seeking out people who can talk with you or teach you about racial identity. Seek out stories of whites who stood up, or acted on their beliefs. (Similar to Internalization)
- Autonomy – the person is ready to confront racism in their lives. They are comfortable being an actor, and feel energized by it. (Similar to Commitment)
Course Outline: