This interdisciplinary 19th and 20th century African-American studies course examines the role of protest and resistance, the media, and cultural and artistic expression in African-American history. Vis-a-vis readings, documentaries, and discussion, the course intends to illustrate the multiple ways in which African-Americans have protested and resisted oppression while examining how such efforts have been framed in the media during varying historical eras. It defines 'media' broadly and analyzes its role, both via its traditional forms (print, television and radio) but also vis-à-vis other forms of entertainment/infotainment that were particularly unique to 19th century U.S. society (i.e. minstrelsy [1830-1920]). The course concludes with a discussion of the role of art and culture in refashioning thinking and transforming experience. The latter discussion promises to be rich and thought provoking and unearths some of the works of the raw and revolutionary artists of the 1960s while taking a careful look at novel cultural practices that emerged during this period. The course promises to be stimulating, thoughtful, and fun!
After completing this course, you will be able to:
After completing this course, you will be able to:
1. Demonstrate a depth and breadth of historical knowledge of specified content by:
2. Demonstrate historical skills by:
3. Demonstrate historical thinking by:
In this course, you will develop the following competencies:
|
Competence |
Competence Statement and Criteria |
|
H4 |
Can analyze power relationships among racial, social, cultural, or economic groups in the United States. |
|
H2G |
Can evaluate the role and impact of mass media or information technology on society. |
|
H1X |
Can describe and explain the roles of protest and cultural transformation in African-American history. |
A3X |
Can assess the assumptions and implications of a significant thinker or tradition in the African-American experience. |
|
FX |
Can understand the connection between factors in society and apply them to a specific field of study. |
To buy your books, go to http://depaul-loop.bncollege.com.
No textbooks are required for this course. Readings are on electronic reserve in the DePaul Library or available online.
E-Reserves:
Bennett Jr., Lerone. (1999). Before the Mayflower: A History of Black America, Chicago:
Johnson Publishing Company., 3-26, 233-258, 357-387.
Drabble, John. (2008). Fighting Black Power—New Left coalitions: Covert FBI media
campaigns and American Cultural Discourse, 1967-1971, European Journal of American Culture, 27, 65-79.
Eyerman, Ron. (2001). Cultural Trauma: Slavery and the Formation of African American
Identity, New York: Cambridge University Press, 89-101, 110-129, 174-199.
Herring, Scott. (2007). Du Bois and the Minstrels, MELUS, 22, 3-17.
Locke, Alain. (1925). Philosopher Defines the “New Negro,” Major Problems in
African-American History, Vol. II: From Freedom to “Freedom Now,” 1865-1990s, (eds.) Thomas Holt and Elsa Barkley Brown, Boston: Cengage Learning,192-194.
Mazama, Ama. (2002). Afrocentricity and African Spirituality,”Journal of Black Studies, 33,
pp. 218-223.
Peck, Elizabeth. (2001). Kwanzaa: the Making of a Black Nationalist Tradition, 1966-1990, Journal of American Ethnic History, 20, 3-28.
Sexton, Alexander. (1975). Blackface Minstrelsy and Jacksonian Ideology, American Quarterly, 27, 3-28.
Twain, Mark. (1959). The Autobiography of Mark Twain, New York: Harper & Brothers, pp. 58-63.
|
A = 95 to 100 |
A- = 91 to 94 |
B+ = 88 to 90 |
|
B = 85 to 87 |
B- = 81 to 84 |
C+ = 77 to 80 |
|
C = 73 to 76 |
C- = 69 to 72 |
D+ = 65 to 68 |
|
D = 61 to 64 |
F = 60 or below |
INC |
Please note: Grades lower than a C- do not earn credit or competence in the School of Continuing and Professional Studies.
This course consists of 10 modules. The estimated time to complete each module is 1 week.
To see course due dates, click on the Checklist link on the top navigation bar. This page contains module-specific checklists and due dates for the work due in the course.
| Week, Module # and Title | Readings | Assignments |
|---|---|---|
|
Week 1, Module 1: Thou Art African? |
Mazama, pp. 218-223 Bennett, chapter 1, pp. 3-26 |
1.1 Introduction Discussion 1.2 African-American Values Discussion
|
|
Week 2, Module 2: Blackface: Minstrelsy, Part I |
Sexton, pp. 3-28. Bennett, chapter 9, pp. 233-248 |
2.1 Visualizing the Minstrel Era Discussion 2.2 Minstrelsy's Core (Paper) |
|
Week 3, Module 3: The Power of Cultural Imagery: Minstrelsy, Part II |
Bennett, chap. 9, pp. 248-258 Twain, pp. 58-63 Herring, 3-17 Video: Ethnic Notions |
3.1 Minstrel Discoveries: What Struck You? 3.2 Response Paper: DuBois and Minstrelsy |
|
Week 4, Module 4: Minstrelsy’s Aftermath and Demise |
Boehm Urges Minstrel Ban In Schools NAACP Groups Make Protest Against Shows NAACP Protest Results in Danville Minstrel Change Videos: Birth of a Nation (2 excerpts) Bugs Bunny, “Southern Fried Rabbit” (1953) Audio: Amos and Andy radio broadcast (1930) |
4.1 Reinforcing Inferiority/Superiority Discussion 4.2 Competence Papers |
|
Week 5, Module 5: The Harlem Renaissance |
Locke, pp. 192-194 Eyerman, pp. 89-101 Video: "Max Primus on Langston Hughes and Zora Neale Hurston" |
5.1 The Slave Past & Hurston, Hughes, and Garvey 5.2 Response Paper: Locke Reading |
|
Week 6, Module 6: Family Life and Financial Resources |
Eyerman, pp. 110-129 Videos: Against the Odds "Marcus Garvey, Part 3" |
6.1 Evaluate Art from the Harlem Renaissance 6.2 The Garvey Movement Discussion |
|
Week 7 Module 7: Civil Rights Movement 100 Years After Emancipation, Year One: Black Revolution |
Bennett, chapter 12, pp. 357-387 Videos: “NO More: The Children of Birmingham 1963 and the Turning Point of the Civil Rights Movement” Children’s involvement in October 22 1963 Chicago Public School protest |
7.1 Media Changes & the Civil Rights Movement Discussion 7.2 Respond to 2 Questions |
|
Week 8, Module 8: Civil Rights to Black Power: the Rise of the Masses |
Eyerman, chapter 6, pp. 174-199 Video Clips: Nina Simone James Brown Muhhamad Ali Gil Scott-Heron |
8.1 Your Thoughts? Media/Protest/African-American Culture Discussion 8.2 Historical Shifts and Collective Identity |
|
Week 9, Module 9: Diverse Families cont. |
Drabble, 65-79 Elizabeth. Peck, 3-28 Videos: Huey P. Newton Ama Mazama |
9.1 Connecting the Dots Discussion |
|
Week 10, Module 10: Final Thoughts |
|
10.1 Art, poem, relevant quote, musical selection, photograph or video clip and a counter discussion 10.2 Final Paper Due |
To see course due dates, click on the Checklist link on the top navigation bar. This page contains module-specific checklists and due dates for the work due in the course.
To complete the course, you must complete each of the assignments as described in the course and submit them to your instructor by the assigned deadline. In addition, you must participate in the course discussion forum by responding to all instructor requests and by interacting with fellow classmates as necessary.
Points are deducted for late work.
|
Grading Category: |
% of Final Grade: |
|---|---|
Discussions |
25% |
|
Dropbox Assignments |
25% |
Competence Paper |
20% |
|
Final Paper |
30% |
|
Total |
100% |
All writing assignments are expected to conform to basic college-level standards of mechanics and presentation.
Consider visiting the Writing Center to discuss your assignments for this course or any others. You may schedule appointments (30 or 50 minutes) on an as-needed or weekly basis, scheduling up to 3 hours worth of appointments per week. Online services include Feedback-by-Email and IM conferencing (with or without a webcam). All writing center services are free.
Writing Center tutors are specially selected and trained graduate and undergraduate students who can help you at almost any stage of your writing. They will not do your work for you, but they can help you focus and develop your ideas, review your drafts, and polish your writing. They can answer questions about grammar, mechanics, different kinds of writing styles, and documentation formats. They also can answer questions and provide feedback online, through IM/webcam chats and email. Obviously, the tutors won't necessarily be familiar with every class or subject, but they are able to provide valuable help from the perspective of an interested and careful reader as well as a serious and experienced student-writer.
Schedule your appointments with enough time to think about and use the feedback you'll receive. To schedule a Face-to-Face, Written Feedback by Email, or Online Appointment, visit www.depaul.edu/writing.
Discussion Forums are an important component of your online experience. This course contains discussion forums related to the topics you are studying each week. For requirements on your participation in the Discussion Forums, please see "Course Expectations" in the syllabus.
A Course Q & A discussion forum has also been established to manage necessary, ongoing social and administrative activities. This is where the management and administrative tasks of the course are conducted, and where you can ask ‘process’ questions and receive answers throughout the course. Please feel free to answer any question if you feel you know the answer; this sharing of information is valuable to other students.
In the online discussions you clearly and consistently link what you are learning in the course to your real life experiences.
Specifically, in order to receive credit for your participation in the online discussion parts of the course it is important that:
The following guidelines may encourage you to be active and critical in your participation, only together we will make this course a significant and pleasant learning experience:
Some difficulties at the beginning of an online course are quite normal; solving them is part of every distance learning experience.
This course includes and adheres to the college and university policies described in the links below:
Academic Integrity Policy (UGRAD)
Academic Integrity Policy (GRAD)
Course Withdrawal Timelines and Grade/Fee Consequences
Accommodations Based on the Impact of a Disability
Protection of Human Research Participants
APA citation format (GRAD)
University Center for Writing-based Learning
This syllabus is subject to change as necessary. If a change occurs, it will be clearly communicated to students.
This course was designed and produced by Nancy Davis, Ph.D. and staff at SCPS, School of Continuing and Professional Studies of DePaul University.
©2014 School of Continuing and Professional Studies, DePaul University. All Rights Reserved by SCPS during contractual interval with the Author.
Printed in the USA.