African American History
Syllabus for HIS 218
Professor: Dr. T. Delaney
Phone: 860.215.9422
E-mail: tdelaney@trcc.commnet.edu
Office hours: M 12:30-1:30, TR 11:00-noon
Unlike a survey course, the aim of this course is to develop a deeper understanding of the history of the United States, specifically the experiences of black Americans. Their history reaches back to the vey roots of the country and they are, arguably, the reason for many of its successes. And as with other peoples of color, black Americas have had many obstacles placed in their path as they sought acceptance and equal rights.
History is the “explanation of change over time,” as one of my professors defined it. The study of history is an important component of a sound liberal arts education. Here is one answer to the question, why study history? Another purpose of this course, and one I feel is equally important as those above, is that everyone involved has an enjoyable time. For this to happen it is necessary that everyone participate in the class. Please, ASK QUESTIONS. This is a way for all of us to learn.
The question is always asked: What can you do with history? An objective of this class is not only a knowledge of history, but to help the student develop a methodology of examining evidence and learning to report on it in a clear and concise manner. In the future you may have a boss who will ask you for a three-page report on a project you are in the middle of. You will have to examine the files, going through the data and finding the significance. This is what a historian does. So in a way, just about everyone can use historical methodologies on their job.
Course Description
This course will examine critical events that have given shape to the history of African Americans as they struggled and continue to struggle for equality, opportunity and full participation in American life. The course begins on the African continent before the intense and prolonged contact and penetration of Europeans. We will discuss events that brought Africans to the new world and the subsequent events that gave shape to the history of African Americans in the United States. Correspondingly, we will identify key themes and issues, and discuss the contributions of important personalities and institutions that also gave shape and direction to the African American experience.
Prerequisites: ENG* K101 or ENG* K101S; any 100 or 200 level Social Science course or permission of the instructor.
Required Texts
The following books and resources will be used:
Painter, Creating Black Americans
Hill and Dodson, The Murder of Emmett Till
Method of Evaluation
1) Essays- each student will write two essay assignments this course. Material for the essays will come from a combination of lecture, discussion, video presentation, and your readings. These essays will constitute forty percent of your final grade. The essays are broken down by sections. Each student will do the either the first or second assigned essay and then choose one from the following sections (NB: section five does not have an essay). Words of wisdom: “Every job is a self-portrait of the person who did it. Autograph your work with excellence.” J. Guidobono
2) Research Paper- Each student will research a specific topic of their choice, culminating in a formal paper. This will be a polished piece of work: double spaced and typed, logical and clear progression, clear introduction and conclusion, as well as other aspects of good writing will be expected. It is expected that your paper will adhere to the MLA format (use “In-Text Citations: The Basics”). More details will be passed out in class. This paper will be worth thirty percent of the final grade.
3) Book review- for this assignment you need to review, using the attached guidelines, one of the academic texts you are using for your research project. Check the title with me before you begin. This will be fifteen percent of your grade.
4) Good Citizenship- The social component of learning is an important part of the process. For that to happen, you must come to class and be ready to participate. Any absences beyond two will count against you. Class participation is also an important component of this. It is important to be prepared to take part in discussion and then be an active member of your group and class when the time comes. To facilitate this, students will write reaction papers for the discussion section of the week. A total of ten must be completed. This section will constitute ten percent of your final grade.
Course Objectives
The objectives for this course are varied, being specific to
· Read and interpret historically relevant information.
· Access current technology to obtain historical information.
· Use analytical and critical thinking skills to assess historical data.
· Articulate an understanding of the major themes and issues of our history.
· Use the English language, both in written and verbal forms, to communicate his/her thoughts and ideas.
Grading Scale
|
Grade |
Equivalent |
Quality Points |
|
A |
94-100 |
4.0 |
|
A- |
90-93 |
3.7 |
|
B+ |
87-89 |
3.3 |
|
B |
83-86 |
3.0 |
|
B- |
80-82 |
2.7 |
|
C+ |
77-79 |
2.3 |
|
C |
73-76 |
2.0 |
|
C- |
70-72 |
1.7 |
|
D+ |
67-69 |
1.3 |
|
D |
63-66 |
1.0 |
|
D- |
60-62 |
0.7 |
|
F |
0-59 |
0.0 |
College Withdrawal Policy
A student who finds it necessary to discontinue a course MUST complete a withdrawal form obtained from the Registrars Office. Students may withdraw from class anytime during the first thirteen weeks of the semester without being in good standing or obtaining prior permission of the instructor. Students who fail to properly withdraw and discontinue coming to class will be assigned an "F" grade. Eligibility for refund of tuition is based upon date of withdrawal when received by the registrar. Verbal withdrawals will not be accepted.
Learning Disabilities Statement
If you have a disability that may affect your progress in this course, please meet with a Disability Service Provider (DSP) as soon as possible. You can make an appointment with a DSP by calling 860.215.9017. Please note: 1) For academic adjustments, you will have to provide documentation of your disability to the DSP. 2) Instructors cannot provide adjustments until you have delivered written authorization (from a DSP) to the instructor. 3) Adjustments take effect when you deliver your written authorization to the instructor in person (provided there is adequate time for the instructor to make necessary arrangements). 4) Adjustments do not apply to tests/assignments that were due prior to your delivering written authorization to your instructor in person.