This is the syllabus for an Eastern Washington University course titled Introduction to Black Culture taught by history and Black Studies professor John A. Hardin

Eastern Washington University. Africana Studies Program

Hardin, John A.

English

Eastern Washington University: EWU Digital Commons

Eastern Washington UniversityEWU Digital CommonsAfricana Studies Program Publications1-1-1990Humanities 214: Introduction to Black CulturesyllabusEastern Washington University. Africana Studies ProgramJohn A. HardinFollow this and additional works at: https://dc.ewu.edu/africana_pubsThis Article is brought to you for free and open access by EWU Digital Commons. It has been accepted for inclusion in Africana Studies ProgramPublications by an authorized administrator of EWU Digital Commons. For more information, please contact jotto@ewu.edu.Recommended CitationEastern Washington University. Africana Studies Program and Hardin, John A., "Humanities 214: Introduction to Black Culturesyllabus" (1990). Africana Studies Program Publications. 16.https://dc.ewu.edu/africana_pubs/16EASTERN WASHINGTON UNI VERSJTY BLACK STUDIES/HUMANITIES 214 INSTRUCTOR. JOHN A HARDIN COURSE DESCRIPTION: INTRODUCTION TO BLACK CULTURE 5 credit hours (Crosslisted HUMN 214 l An interdisciplinary survev of Black culture beginning with ancient African history and traditions through contemporary issues in the African American experience Attention is given to basic principles of history. sociology. political science. economics and the arts in the study of the dynamics of the Black culture ISatisifies the GUR, Humanities, List B, and the Cultural Diversity). COURSE GOALS To provide the student with a broad overview of Black culture in the United States. Caribbean and South America. 2 To develop a multidisciplinary understanding of the richness of Black culture. 3 To create a deeper appreciation for the contributions of Black culture to world civillrntton COURSE OBJECTIVES. 1. Each student will be expected to demonstrate a working understanding of central concepts and philosophies found in the study of Black culture 2 Each student will be expected to read assigned materials and submit no less that four concise reaction papers relative to the assigned materials in Black culture 3. Each student will be expected to use basic English skills ( minimum. English 100) in completing the four required reaction papers. EVALUATION CRITERIA: In a departure from most courses, there will be no examinations this quarter. Final grades will be determined by four reaction papers on assigned materials. These materials will consist of schotarlv artit::les and materials located m the JFK Library It is your responsibility to locate these materials m the perwdicals section or in some cases at the reserve desk Each reaction paper will count as 2S% of the grade with each paper receiving a maximum of 100 points The total number of points ( 400) will be divided by four This number will be compared to the attached scale to determine the fmal grade Attendance 10 class is required. Each student will be allowed no more than five class absences Each absence thereafter will reduce total points earned by ten ( 10) points per day There will be no exceptions. Roll will be talen daily to \·enfy attendance Reaction papers can use the class discussion/presentations, the required reference text and other resources. Reaction papers ~·111 he due according to the attached schedule. Papers received after the due date will lose ten(l O l points for every day late. Reaction papers must examine the follow ing. 1 what did the assigned material describe and/or discuss and 2. provide an informed analysis of the mam issues in the assigned matenal. Do not spend most of the paper summanzmg the article Analysis means intelligent and reasoned discussion on the article based upon what has been discussed in class and what you have read m the text The mm1mum length for the reactwn papers is two (2 l pages typed double space REQUIRED REFERENCE TEXT. Maulana Karenga. Introduction to Black Studies. Los Angeles: Kawaida Publications, 1984 ( available at the campus bookstore or used copies from former students} Note · articles will not be assigned from the text bu t it will be helpful m writing your reaction papers EXTRA CREDIT. Students wantmg to complete extra credit may submit one additional reaction paper with a maximum value of thtrty ( 30 ) points. This credit will be added to other pomts already earned This is optional and should not be necessary for students makmg good progress in the course This paper 1s due one calendar week before the last day of class REACTION PAPER DllE DATES. F if St paper due Friday of second week of classes Second paper due· Fnday of fourth week of classes Third paper due· Friday of eighth week of classes Fourth paper due Scheduled final exam period The first reaction paper topic: "Outside of fulfilling a General University Requirement. why is it necessary to study Black Culture?" Do not give me what you th inK T want to read but rather your own thoughts and perspectives on the importance of Black Culture ARTICLES FOR REACTION PAPERS FOR BLST /HUMN 214, Giddings. Paula The Womens Movement and Black Discontent,·· in When and Where I Enter (Bantam. 1984), pp. 299-324. Karenga. Maulana. "Black Studies and the Problematic of Paradigm· The Philosophical Dimension," Journal of Black Studies 12(Spring 1988 ) 1 1-8 Staples, Robert. "Reflections on the Black Family Future: The I mphcations for Public Policy," Western Journal of Black Studies l 2(Spring 1988 )1 19-27 Steele. Shelby "I m Black. You re White. Who s Innocent ?" Harper's Uune 1988,1· 45-53 Taylor . Robert Joseph, Thornton, Michael C. and Chatters, Linda M. "Black Americans Perceptions of the Sociohistorical Role of the Church.'' journal of Black Studies I 8(December 1987 )2 : 123- 138. White Barnetta McGhee · The Paper Trail: A Historical Exploration of the Black Family," Western Journal of Black Studies I 2(Spring 1988) I · 1-8. Additional articles will be provided during the term. ALL ARTICLES USED FOR REACTION PAPERS MUST BE APPROVED BY THE INSTRUCTOR. I WILL NOT ACCEPT A REACTION PAPER ON AN UNAPPROVED ARTICLE. If you have any questions or concerns regarding the course. feel free to discuss them with me My office ism Room I 07, Monroe Hall, phone number 359-2205 or from Spokane 458 -6276 Hours: 12:30 PM to 2:00 PM. Monday through Friday SAMPLE REACTION PAPER Leon F Litwack. Trouble in Mind. The Bicentennial and the Afro- American Experience, " Iournal of American History 74(September 1987) 2 315-337 Leon Litwack discussed how the Bicentennial of the U.S. Constitution was viewed by Blacks. To put this celebration in context, he analyzed how Blacks in 1887 perceived the Centennial of the Consitution. He argued that African-A mericans then saw those events "as a white people s affair .. This perception was particularly real since Blacks were lynched, disfranchised and deprived of their constitutional rights under the guise of the · rule of law " One hundred years later , the president and members of Congress told the the American people the Constitution brought everyone "freedo m and opportunity." This rhetoric effectively excluded three centuries of slavery and segregation which were regularly protected on constitutional grounds. Thus, the Constitution's Centennial in 1887 became an indirect celebration of the legal tradition of white oppression of Blacks and other persons of color Using nineteenth century examples, Litwack described the resentement of common Black folk toward a legal system that overtly oppressed them L1twack s citations also suggested that this resentment was not isolated nor repressed. Blacks fought against the legal structure both in and out of court. Those who achieved minor legal victories used them as precedents for larger ones. Those who used extralegal means were either imprisoned or were lynched by mobs under the proterction of local law enforcement officials. Again. white man s law reigned triumphant. By the twentieth century. African- American scholar /activists such as W.E. B DuBois and M.L. Kmg publicly challenged these conditions. To these persons. the Constt tution applied to all citizens and not to whites only Their protests, coupled with two decades of civil rights protests in thew 195Os and 1960 s led to the ultimate downfall of legal or de jure segregation. Yet . the United States au but ignored these individuals who forced the government to live up to the Constitution 's ideal of "liberty for all." In the celebrations and speeches, slave rebels , abolitionists and civil rights activists were hardly ment10ned as part of the Constitutions history This essay underscored the narrow vision of American political traditions Rhetoric coming from this tradition painted a picture of proud colonials fighting Br isi tish tyranny but said little of brutish actions perpetrated by slaveholders in the name of law Thus, the article asked the reader to remember the Blacks and whites who fought to make the constitution live up to tts promises of justice and freedom for all. The only flaw in the article was the absence of suggestions of how we should remember these unsung protectors of the Constitutions moral vision. In the hoopla over the Constitution 's Bicentennial. few took time out to mention these persons or even consider their role This weakness in the article is a minor one and does not detract from his central thesis Overall. his analysis was lucid and compelled the reader to rethink how great--or not so great--the Constitution has served the U S. in the last two hundred years. GRADING SCALE 4' of Points Earned Corresponding Final Grade Point lUU ------- ------------------------- 4.0 99 ---------------------------------------- 4 0 98 --- -------- ----------- -------------------- 3.9 97 --- ----------------------------------------- 3 9 96 ------------------------- ------------------ 3.8 q5 -------------------------------------------- 3.8 94 -------------------------------------------- 3 7 93 -------------------------------------------- 3 7 q2 -------------------------------------------- 3 6 g} -------------------------------------------- 3 6 90 35 ~9 --- --------------------------------------- 3 5 88 ------- ----------------- -------- ------------ 3 4 57 ---- -------------------------------------- 3 4 86 ---- ----- ----------- -- -------- -------- ---- 3.3 55 -------- ------------------------------------ 3 3 84 - ---- -------- --- ------------------- 3.2 83 ---- ---------------------------------- 3 2 S2 ----------------------------------- 3.1 51 --- ------------------------------------- 3 1 80 ---------- ------ ---------------------------- 3.0 79 --- - -------------------------------------- 2 9 78 -------- -- --------- -- ----- --- ------------- 2.8 ~i -------------------------------------------- 2 7 76 - ----------------------------------------- 2.6 75 -------------------------------------------- 2 5 74 ---- ------------- ------------------------- 2.4 ------------------------------------------ 2 3 72 -------------------------------------------- 2.2 71 ---------------------------------------- 2.1 70 -- --------- ----------------------------- 2.0 n9 -------------------------------------------- 1 g 68 -------- ----- ----------------------------- 1.8 67 - -- --------------------------------------- 1.7 66 ----------------- -- -- ---- --- -- - ----------- 1,6 65 ------- ---- ---- ------ ----------------------- l 5 64 -- --- ----------------------- 1 .4 63 -------------------------------------------- 1 3 62 --------- ----------------------------------- 1.2 61 -------------------------------------------- 1.1 60 1.0 59 ------ ------------------------------------- 9 58 --- ---- -------------------------------------- 8 57 ----------- ---------------------------------- 7 56 ----------- - --------- -- - -- ----------------- .6 55 -- ----- ---54 ---5 4 5 3 -- -- ---------- --------------------- ------ ---- -~ 52 - ---------- ------------ ------- -- --------- .2 51 -- - ----- --- --- - ------ 1 

Humanities 214: Introduction to Black Culture syllabus

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Humanities 214: Introduction to Black Culture syllabus

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