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Syllabus African-American History

HIST 2381

Semester with Course Reference Number (CRN)

Spring 2016; CRN 90618 2831-63 African American History

Instructor contact information (phone number and email address), Location and Office Hours

Linda Graham 713-522-3021

linda.graham@hccs.edu, reach me by phone and email. Office hours online Mon-Wed. 7-11 p.m., Thurs. 9:30-11p.m., Sun. 7-11 p.m. and online throughout the day.

Office Location and Hours

Angela Morales building at Southeast College; available by appointment.

Course Location/Times

Online, Distance Education

Course Semester Credit Hours (SCH) (lecture, lab) If applicable

Credit Hours: 3 Lecture Hours: 3

Total Course Contact Hours

48.00 Contact Hours

Course Length (number of weeks)

16 weeks

Type of Instruction

Online, Distance Education 100% ***Mozilla Firefox is the approved internet browser for the Eagle Online software. If you use another browser, such as internet explorer, you will not be able to access the Eagle Online course.

Course Description:

A survey of the role of the Afro-American in United States history. Emphasis will be placed on economic, social, and cultural development with particular focus on contributions to American society. Historical, economic, social, and cultural development of minority groups through African Slave Trade, Colonial and Revolutionary Awareness through Antebellum and Civil War Strife;

Reconstruction and Industrialization to World Power status in the 21st

Century.

Course Prerequisite(s)

Students must have successfully completed Engl1301 or be co-enrolled in Engl1301; over 50% of the course assignments are based on reading and writing essays.

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This is a Distance Education (DE) lecture course that is completely online. All the interaction required for this course is within the Eagle Online classroom. As such, all communication, assignments, discussions, quizzes, exams, etc. will be administered and completed online. All class communications should be within Eagle Online. Be sure you are aware of that going into this class. We will not meet at any time in a face-to-face, physical classroom environment. If you have concerns about succeeding with this kind of course delivery, I strongly recommend that you take a few minutes to assess your readiness for taking and succeeding in an online course by participating in the SmarterMeasure assessment. To do this, go to the HCC Distance Education website at http://de.hccs.edu, click on the “About Us” link, then click on the “SmarterMeasure” link under the Online Readiness heading. Follow the instructions. SmarterMeasure is an assessment that measures online readiness. It is an indicator of the degree to which distance learning and/or learning in a technology-rich environment will be a good fit for you. You are not required to take this assessment. However, if you have any concerns about your ability to succeed in online learning, SmarterMeasure will give you an excellent assessment of your aptitude, as well as a wealth of resources, to assist you. I highly recommend it. Academic Discipline/CTE Program Learning Outcomes 1. Create an argument through the use of historical evidence.

2. Analyze and interpret primary and secondary sources.

3. Analyze the effects of historical, social, political, economic, cultural and global forces on this period of United

States history.

4. Understand the importance of chronology and how earlier ideas and events shaped later event

Course Student Learning Outcomes (SLO): 4 to 7 The student will develop an understanding of: Africa, the Middle Passage, and the African Slave Trade System African Americans in colonial America and the Struggle for Independence Life in the Cotton Kingdom, Domestic Slave Trade and Antebellum America Abolition, Resistance, and the Civil War Emancipation, Black Reconstruction and the Second American Revolution Post Reconstruction, White Supremacy, World War I, Black Migration, the Harlem Renaissance and the Great Depression World War II and Seeds of Revolution The Black Revolution and Civil Rights Movement Black Gains and White Conservative Movement The Twenty First Century and Barrack Obama . Learning Objectives

The student will demonstrate an understanding by: 1. Creating an argument through the use of historical evidence.

2. Analyzing and interpret primary and secondary sources.

3. Analyzing the effects of historical, social, political, economic, cultural and global forces on this period of United

States history.

4. Demonstrating the importance of chronology and how earlier ideas and events shaped later events.

SCANS and/or Core Curriculum Competencies: If applicable Core Curriculum Competencies: Texas Colleges must demonstrate that the Basic Intellectual Core Competencies are incorporated into all Core courses. This course addresses the competencies in the following ways: - Reading: The Textbook, alternative web sites, and the readers will provide the basis for Section Exams, Chapter Essays, and the Final Exam. - Writing: Students will write all responses to their selected Chapter Essays, and will conduct most communication with the instructor through the typewritten word. Students will write two historical research papers and answer essay questions.

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- Speaking: Students may phone the instructor for supplemental information or clarification of assignments as needed. Students working in collaboration with other students on chapter assignments will have the opportunity to develop their speaking proficiency. - Listening: Students working in collaboration with other students on chapter assignments will have the opportunity to develop and practice their listening skills. Students will also practice critical listening from audio and video materials. - Critical Thinking: Many of the Chapter Essays and essay questions on the Final Exam will contain questions and problems that will require higher-level, "critical" thinking skills to solve successfully. - Computer Literacy: Web-based courses such as this one require significant computer literacy from the students, who must be proficient at navigating the web, sending and receiving Email, participating in threaded discussions, and using online testing procedures.

Course schedule is on the next page.

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Course Schedule and Table of Contents: Week 1: The African-American Odyssey 1. Africa ca. 6000 BCE-ca. 1600 CE 2. Middle Passage ca. 1450-1809 Week 2: The African-American Odyssey 3. Black People in Colonial North America 1526-1763 4. Rising Expectations: African Americans and the

Struggle for Independence 1763-1783

Week 3: The African-American Odyssey 5. African Americans in the New Nation 1783-1820 6. Life in the Cotton Kingdom 1793-1861 Week 4: The African-American Odyssey 7. Free Black People in Antebellum America 8. Opposition to Slavery 1780-1833 Quiz 1 Closes March 11 by 11:50 p.m. First Written Paper on African American Writing Assignment due Feb. 15 by 11: 50 p.m. Week 5: The African-American Odyssey 9. Let Your Motto Be Resistance 1833-1850 10. “And Black People Were at the Heart of It” 1846-1861 11. Liberation: African Americans and the Civil War 1861-1865 Week 6: The African-American Odyssey 12. The Meaning of Freedom: The Promise of Reconstruction 1865-1868 Week 7: The African-American Odyssey 13. The Meaning of Freedom: The Failure of

Reconstruction 1868-1877 Quiz 2 Closes March 11 by 11: 50 p.m. Second Written Paper on African American Writing Assignment due March 12 by 11: 50 p.m. Week 8: The African-American Odyssey 14. White Supremacy Triumphant: African

Americans in the Late Nineteenth Century 1877-1895 15. African Americans Challenge White Supremacy 1877-1918

Week 9: The African-American Odyssey 16. Conciliation, Agitation, and Migration: African-

Americans in the Early Twentieth Century 1895-1928

17. African Americans and the 1920s 918-1929 Week 10: The African-American Odyssey 18. Black Protest, the Great Depression, and the

New Deal 1929-1940 19. Meanings of Freedom 1930-1950 Quiz 3 Closes May 5 by 11: 50 p.m. Third Written Paper on African American Writing Assignment due April 9 by 11:50 p.m.

Week 11: The African-American Odyssey 20. The World War II Era and the Seeds of a Revolution 1936-1948

Week 12: The African-American Odyssey 21. The Long Freedom Movement 1950-1965

Week 13: The African-American Odyssey 22. Black Nationalism, Black Power, Black Arts 1965-1980

Week 14 & 15: The African-American Odyssey 23. African Americans in the 21st Century 1980-2010

24. Black Politics from 1980 to the Present: The President Obama Era

Quiz 4 Closes May 7 by 11:50 p.m.

Final Exam Opens May 5 and closes May 7 by 11: 50 p.m.

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Instructional Methods

This is a completely online course. All communication, assignments, discussions, quizzes, and exams

will be administered and completed online. Be sure you are aware of that going into this class. We will

not meet at any time in a physical classroom environment. I want you to succeed. It is my responsibility

to provide you with access to materials and knowledge concerning the field of African American History. I

want to enable you to connect the information you learn in this course to the real world.

As a student wanting to learn about African American History, it is your responsibility to read the textbook,

submit assignments within the online course on the due dates, study for the midterm, complete the final

exam, participate in classroom activities within the online course, attend class online, and hopefully learn

something new! Engaging students in learning is essential for teaching to be effective; you need to

spend time in the class involved in the discussion forums. You will be involved in discussions with your

classmates and me, your instructor. I will add discussion forums as the semester progresses to make the

class more interactive. I will announce them as we continue through the class. You will want and need to

contribute to these discussions because they’ll count as part of your grade. You’ll also need to participate

by analyzing and evaluating information from your text, completing other assignments, reviewing any

websites referenced in the course, and in many cases, bringing your own experiences to your learning.

Ask for help if you have a question or problem. It’s also important that you keep copies of all your

paperwork, including this syllabus, handouts, and all assignments.

Student Assignments Are online and expected to be done independently with integrity and honesty online. Written assignments are not to be purchased from any source. They are to be your own work. The students are expected to read a variety of historical material, complete exams, submit major papers, participate in online discussions. Student Assessment(s) museum visits, online discussion topics and chapter reading assignments, major writing assignments, eagle online midterm and final (essay) exam Instructor's Requirements All assignments and tests are to be done independently with integrity and honesty online. No assignments/tests are to be attained/bought through the internet or any other source. They are to be your own work. Students’ contributions to online discussion, cultural assignments are major writing assignments and tests are all a part of your grade to be done by you, the student in this class.

Program/Discipline Requirements:

A minimum of 50% of the student’s semester average must come from writing assignments.

HCC Grading Scale A = 100- 90 4 points per semester hour

B = 89 - 80: 3 points per semester hour

C = 79 - 70: 2 points per semester hour

D = 69 - 60: 1 point per semester hour

59 and below = F 0 points per semester hour

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FX (Failure due to non-attendance) 0 points per semester hour

IP (In Progress) 0 points per semester hour

W (Withdrawn) 0 points per semester hour

I (Incomplete) 0 points per semester hour

AUD (Audit) 0 points per semester hour

IP (In Progress) is given only in certain developmental courses. The student must re-enroll to receive credit. COM (Completed) is given in non-credit and continuing education courses. To compute grade point average (GPA), divide the total grade points by the total number of semester hours attempted. The grades "IP," "COM" and "I" do not affect GPA. Instructor Grading Criteria: The semester grade will be calculated through your writing about attending cultural experiences (30%, 10% for each written experience) midterm (20%), The Negro’s Civil War OR A Raisin in the Sun assignment (20%) final exam (20%), Quizzes (5%) and Discussions (5%).

The lowest grade is not dropped.

Test Information

There are 4 quizzes, a midterm and a comprehensive final exam over textbook materials scheduled for this course, which will all be taken and submitted online. You will have a specific amount of time to complete the quizzes and exams just as if you were in a classroom taking a quiz or an exam.

One of your first quizzes, not from the textbook, is the Syllabus Quiz and is based on information contained in the syllabus. The syllabus has very important information about modules, assignments, quizzes/exams, discussions, and other activities and requirements in the class. It also tells you about deadlines for each - so it's critically important that you get familiar with the syllabus. You should also print it out and keep it with you.

The Syllabus Quiz is very important and is an "open-book," or in this case, an "open syllabus" quiz. Make sure you read about it in the syllabus. It has a deadline and a required grade of 100% to remain in this class. Also, go ahead and begin with the first several sections of the course. I will open other modules and assignments and make them available to you as we move along. That way, you can keep a couple of weeks ahead if you choose. Feel free to email me through the Inbox contained within this online course, which is located in the lower left-hand corner of your Eagle Online page.

Make up policy-quizzes are not made up; late assignments are not accepted.

Participation Recommendations

One important component of successfully completing this course consists of logging in to the course a minimum of twice a week to get your assignments, reading announcements, and posting discussions.

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Logging in daily is recommended. Accepted standards of computer etiquette will be expected in this class. For information about computer etiquette, see the Core Rules of Netiquette (L).

Read the assigned chapters for each module. Complete the assignments and participate in the discussions for each module. Take the tests by the due dates on the Course Schedule.

I strongly recommend that you access the course daily to read any messages or announcements.

Participation in online discussion is 5% of your semester grade. In order to receive full credit, contributions must be at least 4 sentences long and demonstrate some historical evidence, in addition to your personal opinion. Correct grammar, punctuation, and capitalization are expected. Do not use "text language," similar to (c u l8tr). Discussion contributions that do not meet these guidelines will receive less than the maximum points. In that case, you may want to submit additional discussion contributions until you have earned the grade for that portion of your semester average.

Students who copy and paste non-original material into the discussion area will receive a grade of 0 for the entire discussion category (5% of the Semester Average).

Written Assignments: All written assignments must be submitted as college level essays and uploaded as.doc or html files. Rich

text or other formats are not accepted. These assignments are submitted via

eagle online. Assignments are not accepted via my hccs or eagle online address. The HCCS

email address is for colleagues and institutional correspondences only, not student queries.

Use the Student Lounge for your questions. The eagle online email is used for student

questions NOT assignment submissions.

MLA or APA are accepted styles for writing your papers. These writing styles are required for

English and Psychology classes. History has its own writing format/style. You will attend three different African-American cultural experiences. These could be the museums in and around Houston (museums are free on Thursdays), including Freeman’s Town, The Heritage Park Museum, The Buffalo Soldier Museum or other event that is approved by your instructor. You will write about the historical context of your experience, what you learned and how this experience ties to materials we are studying in our course & Active Participation: Online chapter discussion responses are used as “active participation” which means, the assignments are used as both, a way of tracking attendance and chapter readings. These assignments receive a numeric grade towards the end of the semester. Students must submit all responses two weeks before the end of the semester in order to receive a grade; otherwise, the grade is “fail.”

Late Assignments:

Late assignments are not accepted. All assignments must be submitted via eagle online assignment

link.

Instructional Materials:

* Textbook: African American Odyssey 6thedition, combined volume by Hine, Hine and Harrold

Upper Saddle River, N. J., Pearson Prentice Hall ISBN: 13: 978-0-205-94045-5 or 10: 0-205-94045-5

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* Monograph EITHER The Negro’s Civil War by James M. McPherson, Random House

OR A Raisin in the Sun by Lorraine Hansberry, Random House

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* Additional reading materials will be posted in Eagle Online.

HCC Policy Statement: ADA Academic Honest Student attendance 3-peaters Withdrawal deadline Access Student Services Policies on their Web site: http://www.hccs.edu/district/students/student-handbook/ Access Student Services Policies on their Web site: http://central.hccs.edu/students/student-handbook/ Access Continuing Education Policies on their Web site: http://www.hccs.edu/continuing-education/ Withdrawal Deadline:

It is your responsibility to withdraw officially from a class and prevent an “F” from appearing

on your transcript. When considering withdrawal from

a course, remember that:

• No grade is given and your transcript reflects no record of the course if you withdraw

before the Official Date of Record, February 1.

• A “W” (indicating withdrawal) appears on your transcript if you drop a course after the Official Date of Record and before the final deadline.

• The final deadline to drop the course is April 5, 4:00 pm.

INTERNATIONAL STUDENTS: Receiving a W in a course may affect the status of your student Visa.

Once a W is given for the course, it will not be changed to an F because of the

visa consideration. Since January 1, 2003, International Students are restricted in the

number of distance education courses that they may take during each semester. ONLY ONE

online/distance education class may be counted towards the enrollment requirement for

International Students per semester. Please contact the International Student Office at 713-

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718-8520 if you have any questions about your visa status and other transfer issues.

HCC Policy Statement: Sexual Misconduct From the Office of Institutional Equity, please, note the following:

Title IX Of The Education Amendments Of 1972, 20 U.S.C. A§ 1681 Et. Seq.

Title IX of the Education Amendments of 1972 requires that institutions have policies and procedures that protect students’ rights with regard to sex/gender discrimination. Information regarding these rights are on the HCC website under Students-Anti-discrimination. Students who are pregnant and require accommodations should contact any of the ADA Counselors for assistance. It is important that every student understands and conforms to respectful behavior while at HCC. Sexual misconduct is not condoned and will be addressed promptly. Know your rights and how to avoid these difficult situations. Log in to: www.edurisksolutions.org . Sign in using your HCC student e-mail account, then go to the button at the top right that says Login and enter your student number.

Campus Safety

“Until August 2017, firearms are prohibited on all HCC properties (including buildings, parking lots, and grounds). Students who violate state law and/or HCC policy will be subject to disciplinary and/or legal action (see HCC Student Code of Conduct for further information).”

For any issue that requires police assistance, please dial 88888 on any campus phone. Use this number instead of 911. Also, understand that using the campus police will result in a police report.

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EGLS3 -- Evaluation for Greater Learning Student Survey System At Houston Community College, professors believe that thoughtful student feedback is necessary to improve teaching and learning. During a designated time near the end of the term, you will be asked to answer a short online survey of research-based questions related to instruction. The anonymous results of the survey will be made available to your professors and department chairs for continual improvement of instruction. Look for the survey as part of the Houston Community College Student System online near the end of the term. Distance Education and/or Continuing Education Policies Access DE Policies on their Web site:

All students are responsible for reading and understand the DE Student handbook, which contains

policies, information about conduct, and other important information. For the DE Student Handbook,

click on the link below or go to the DE page on the HCC website.

The Distance Education Student Handbook contains policies and procedures unique to the DE student.

Students should have reviewed the handbook as part of the mandatory orientation. It is the student’s

responsibility to be familiar with the handbook’s contents. The handbook contains valuable information,

answers, and resources, such as DE contacts, policies and procedures (how to drop, attendance

requirements, etc.), student services (ADA, financial aid, degree planning, etc.), and academic

calendars. Refer to the DE Student Handbook by visiting this link:

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http://www.hccs.edu/media/houston-community-college/distance-education/student-services/HCCS-Online-Student_handbook.pdf Access CE Policies on their Web site: http://www.hccs.edu/continuing-education/ HCC Policy Statements: Student Course Reinstatement Policy: Students have a responsibility to arrange payment for their classes when they register, either through cash, credit card, financial aid, or the installment plan. Faculty members have a responsibility to check their class rolls regularly, especially during the early weeks of a term, and reconcile the official class roll to ensure that no one is attending class whose name does not appear on the rolls. Students who are dropped from their courses for non-payment of tuition and fees, who request reinstatement after the official date of record (OE date), can be reinstated by making payment in full and paying an additional $75 per course reinstatement fee. A student requesting reinstatement should present the registrar with a completed Enrollment Authorization Form with the signature of the instructor, the department chair, or the dean, who should verify that the student has been regularly attending class. Students who are reinstated are responsible for all course policies and procedures, including attendance requirements. A dean may waive the reinstatement fee upon determination that the student was dropped because of a college error. The dean should note the nature of the error in a memo to the registrar with the appropriate documentation. Course/Grade Rubric:

All writing assignments and the final exam are evaluated using this rubric scale. Review it regularly when you have a question concerning your grade/score. Please see below for the directions for your assignments. The grade of A (100-90) reflects excellence. The A work offers a well-focused and

organized discussion to the instructor’s assignment. It reflects critical use of all relevant materials,

and demonstrates effective and formal writing requirements. The A work

must demonstrate outstanding efforts to identify and use varied and pertinent evidence

from all available sources, to employ those materials critically in the text of the papers, and to provide

error-free citations of those resources. “A” work is submitted via eagle

online prior or on the posted due date.

The grade of B (89-80) reflects work beyond satisfactory, and indicates the work was completed

in an appropriate competent manner. It demonstrates a strong

attempt at original and critical analysis, writing, and research. B work exceeds satisfactory efforts to

identify varied and pertinent evidence from all available sources. The B paper may contain a number of

minor errors of grammar or citations, and its thesis or its conclusions may be underdeveloped or too weakly supported. “B” work is submitted via eagle

online prior or on the posted due date. The Grade of C (79-70) reflects work that is done in a satisfactory or appropriate manner. It represents the average work expected for a university course. In order to obtain a C grade, the student’s work must adhere to all of the assignment’s minimum requirements but limited to page/ word requirements, number of sources, types of sources, and proper documentation and citation method. The C work is organized around a central theme with arguments supported by relevant examples from the available sources. The work is structured into correctly written paragraphs and sentences. Although fulfilling the assignments, the C work may exhibit one or more weaknesses including, but not limited to

errors of punctuation and grammar, imprecise or incorrect word use, inaccurate or uncritical use of

materials, occasional inconsistency of organization or development, and lack direct relevance of the

selected research materials to the topic. “C” work is submitted via eagle online prior or on the

posted due date.

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The Grade of D (69-60) reflects work that may have a poorly defined topic or thesis. It lacks clear focus and organization, and contains unsupported generalizations and/or conclusions. Research support (citations) is inadequate, not clearly relevant, or improperly documented. A less-than-minimal research effort is evident. D work fails to obtain the required page or word minimum requirement. The D work may also suffer from numerous or major formal writing errors. The D paper fails to adhere to any of the assignment’s minimum requirements. “D” work is submitted via eagle online prior or on the posted due date.

The Grade of F (59-0) indicates that the work is not relevant to the assignment and the topic

and thesis are poorly defined. The work may display inadequate organization or development,

unsupported generalization, and nonstandard formal features (including language usage, sentence

structure, and paragraphing). Research support (citations) is absent, or irrelevant to the assignment.

“F” work is submitted via eagle online prior or on the posted due date.

Black History Month Events, 2016

Below is a list of the Black History Month events, that I am sponsoring or co-sponsoring.

1). February 4: Mamie King Chalmers, Black History Month Kickoff, West Loop auditorium, 5601 West Loop South, 77081, 713-718-7868, 3-5 pm

2). February 9: "On Hallowed Grounds," Yvonne Davis Frear, Southeast Black History

Month Kickoff, 6815 Rustic, Workforce Building, room 316, 77087, 713-718-7100, 11:15-1:30

3). February 16: Maco Faniel, "Hip Hop and Houston," Alief Campus auditorium, 2811

Hayes, Rd., 77082, cyber lounge, 12:30, 713-718-6870 (Collaboration with Pandora's Box)

4). February 17: Maco Faniel, "Hip Hop and Houston," Katy Campus cyber lounge, 1550

Foxlake Dr. 77084, cyber lounge, 12:30, 713-718-5757 (Collaboration with Pandora's Box)

5). February 18: Dr. Jesse Esparza, "Blacks in Latin America," Southeast Lecture Hall, 6815 Rustic, Angela Morales building, 11-12:30

6). February 24: Tomiko Meeks, "Preserving the Past,": College Park Cemetery Clean-Up, 3525 West Dallas Street, 77219, timing is 9-2

Your Mamie King Chalmers paper is due Feb. 20. I have a place for you to post your papers. The papers for extra

credit will be due about two weeks after the event. I will post a place for each of the other opportunities. Write a

paper about what you heard, saw and thought about regarding the presentation. Give details that you thought were

poignant in the presentation. What did you think about the dance program? Did you think the first or second dance

performance was more significant? Do you think the dance was appropriate for this program? Why? Why not?

Give details in your paper.

Please, use the free tutoring service to get help for your paper before turning it in for a grade. Don't send me your

paper to make corrections for you. Again, that is for the free tutoring service to help you. There are centers at

different campuses. Also, I have posted askonline, which is a free online service to help you.

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Your Frears paper is due Feb. 27. I will have a place for you to post your papers. The papers for extra credit will be

due about two weeks after the event. I have posted a place for each of the other opportunities. Write a paper about

what you heard, saw and thought about regarding the presentation. Give details that you thought were poignant in

the presentation. What part of the program did you think was most significant? Do you think this program was

appropriate for Black History Month? Why? Why not? Give details from the program in your paper.

Please, use the free tutoring service to get help for your paper before turning it in for a grade. Don't send me your

paper to make corrections for you. Again, that is for the free tutoring service to help you. There are centers at

different campuses. Also, I have posted askonline, which is a free online service to help you.

Pick one of these days to attend for this event:

February 16: Maco Faniel, "Hip Hop and Houston," Alief Campus auditorium, 2811 Hayes, Rd.,

77082, cyber lounge, 12:30, 713-718-6870 (Collaboration with Pandora's Box)

Or

February 17: Maco Faniel, "Hip Hop and Houston," Katy Campus cyber lounge, 1550 Foxlake Dr. 77084,

cyber lounge, 12:30, 713-718-5757 (Collaboration with Pandora's Box)

The papers for extra credit will be due about two weeks after the event. I have posted a place for each of the other

opportunities. Write a paper about what you heard, saw and thought about regarding the presentation. Is Hip Hop a

true art form? Why or why not? Give details that you thought were poignant in the presentation. What part of the

program did you think was most significant? Do you think this program was appropriate for Black History Month?

Why? Why not? Give details from the program in your paper.

Please, use the free tutoring service to get help for your paper before turning it in for a grade. Don't send me your

paper to make corrections for you. Again, that is for the free tutoring service to help you. There are centers at

different campuses. Also, I have posted askonline, which is a free online service to help you.

February 18: Dr. Jesse Esparza, "Blacks in Latin America," Southeast Lecture Hall, 6815 Rustic, Angela Morales

building, 11-12:30. I have posted a place for each of the other opportunities. Write a paper about what you heard,

saw and thought about regarding the presentation. How significant is this really? Why is it or why not? How might

this influence you and your major, and/or how you live your life? Give details that you thought were poignant in the

presentation. What part of the program did you think was most significant? Do you think this program was

appropriate for Black History Month? Why? Why not? Give details from the program in your paper.

Please, use the free tutoring service to get help for your paper before turning it in for a grade. Don't send me your

paper to make corrections for you. Again, that is for the free tutoring service to help you. There are centers at

different campuses. Also, I have posted askonline, which is a free online service to help you.

February 24: Tomiko Meeks, "Preserving the Past,” College Park Cemetery Clean-Up, 3525 West Dallas Street,

77219, timing is 9-2. I have posted a place for each of the other opportunities. Write a paper about what was said

about the cemetery, what you saw and thought about as you were helping with the cemetery clean up. How

significant is this really? Why is it important or why not? What do you think about the area-location? How might

this influence you and your major, and/or how you live your life? Give details that you thought were poignant about

your experience. Was there anything that really stood out in your mind as most significant to you? Do you think

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this program was appropriate for Black History Month? Why? Why not? Give details from the program in your

paper.

Please, use the free tutoring service to get help for your paper before turning it in for a grade. Don't send me your

paper to make corrections for you. Again, that is for the free tutoring service to help you. There are centers at

different campuses. Also, I have posted askonline, which is a free online service to help you.

The Negro’s Civil War OR A Raisin in the Sun assignment

You are to do ONE of the following for this assignment:

Option #1, Write an essay where you have the characters “inter-act” by choosing a character or two from the

monographs and write what it would be like for these character to share their experience of what their time was

like, especially what war was like in their time, with each other. They are to share their hardships and

encouragements that they experienced. This is to be at least three, full pages of text in Times New Roman style

at 12 point font, double spaced. Use MLA format.

Option #2, Write about creating a time capsule that symbolizes the important aspects of the two monographs

with an explanation for each object that you would include in this time capsule. You must include the title of

each book and the author, along with why and how you would tie these articles into your write up of your

“written” time capsule. Tell how these pieces would tie to the story line, the character and why. Talk about

how the story progresses, and what you would use to encourage people in the future to read this book; why is

this such an important text? Your paper should be NO less than three, full pages of text in Times New Roman

style at 12 point font, double spaced. Use MLA format.

Option #3, This one is a bit more creative than the other options. You will create a CD cover and foldout,

including two original songs with lyrics written by you. This is going to be submitted via the internet. It is not an

actual creation that you will be sending to me, but I will be able to print it out via my printer. You will create

artwork or graphics for the decorative front of your CD cover. This needs to reflect the contents of the book,

include the title and author on the front cover. The back side of the cover will include your name, an original

play list ( eight songs) of the songs your CD contains (like a sound track). This will include your two original

songs, as well as six other songs by artists that you know would represent the plot, feelings, or characters in the

book. Remember, on these songs by others, they are to receive credit for their works; cite the writer of the song

with the title. Inside the cover, you will create your lyrics for two songs on the following topics:

1. a summary of the protagonist’s life 2. a specific event in the protagonist’s life

Each song must contain a minimum of twenty-five lines (repeated lines are counted once). A good idea for

those not musically inclined is to take the beat of a song you like, giving credit to the writer of the music, and

change the words. I recommend you type the lyrics in a small font (no smaller than eight).

15

You are to do this for both of the monographs. Tell, somewhere in your creation, why it is important for others

to learn from the experiences of the character(s) of these books, and how their experiences influence the future.

Finally, I will make every effort to adhere to the requirements in this syllabus during the semester. I reserve the right to make any changes that are absolutely necessary. Students will be notified in a timely manner of any such change.