Course ID: HIST R108 Curriculum Committee Approval Date: 10/25/2017 Catalog Start Date: Fall 2018 COURSE OUTLINE

OXNARD COLLEGE

I. Course Identification and Justification: A. Proposed course id: HIST R108 Banner title: African-American History Full title: African-American History

Previous course id: HIST R108 Banner title: African-American History Full title: African-American History

B. Reason(s) course is offered: For history majors, this course is an option in section D of the new AA-T for history. This course fulfills AA/AS degree requirements (Area B1 and Area F Women’s Studies/Ethnic Studies). Moreover, it satisfies several transfer requirements or programs including the IGETC Certification Plan (Area 3 Arts & Humanities - B. Humanities and 4. Social & Behavioral Sciences. ) It also fulfills the CSU transfer General Education Certification Plan Area D: Group 3 and Group 6: History and the history category of the University of California transfer plan. Finally it fulfills the Area II. Perspectives (Humanities) in area 1. for California Lutheran University. The overall goals of this course include that students will be able to recall the general trends and the major issues and themes of the history of a specific group of people within the larger context of American history. Within the context of the history of the as a whole, this class will also introduce students to some of the regional variations of American history both as different regions presented different social, cultural and economic systems to and by doing so to all Americans in the process. Furthermore they will be able to explain and interpret historical events in their relationship to the development of the culture and society of the United States particularly as it relates to issues of race and class in America. It offers students some unique opportunities to come to understand the intersection in time of the large and the small of the general and the particular experiences of the many peoples of this continent and the continuity of some of those patterns and relationships over time because of race and class and sometimes in spite of race and class. Finally Students should learn how to analyze historical data and assess how our history represents significant issues of the human condition and the evolution of the United States.

C. Reason(s) for current outline revision: 5 Year Update

D. C-ID: 1. C-ID Descriptor: 2. C-ID Status: Not Applicable

E. Co-listed as: Current: None Previous:

II. Catalog Information: A. Units: Current: 3.00 Previous: 3.00

B. Course Hours: 1. In-Class Contact Hours: Lecture: 52.5 Activity: 0 Lab: 0 2. Total In-Class Contact Hours: 52.5 3. Total Outside-of-Class Hours: 105 4. Total Student Learning Hours: 157.5

C. Prerequisites, Corequisites, Advisories, and Limitations on Enrollment: 1. Prerequisites Current: Previous:

2. Corequisites Current: Previous:

3. Advisories: Current: Previous:

4. Limitations on Enrollment: Current: Previous:

D. Catalog description: Current: This course provides an analysis of the history of African Americans in the United States from their African origins to the present. The course examines how African Americans, individually and collectively, have been influenced by and contributed to the historical development of the United States. This course satisfies degree requirements in American Institutions. Previous, if different:

E. Fees: Current: $ None Previous, if different: $

F. Field trips: Current: Will be required: [ ] May be required: [X] Will not be required: [ ]

Previous, if different: Will be required: [ ] May be required: [ ] Will not be required: [ ]

G. Repeatability: Current: A - Not designed as repeatable Previous: A - Not designed as repeatable

H. Credit basis: Current: Letter graded only [X] Pass/no pass [ ] Student option [ ]

Previous, if different: Letter graded only [ ] Pass/no pass [ ] Student option [ ]

I. Credit by exam: Current: Petitions may be granted: [ ] Petitions will not be granted: [X]

Previous, if different: Petitions may be granted: [ ] Petitions will not be granted: [ ]

III. Course Objectives: Upon successful completion of this course, the student should be able to: A. Arrange major and significant occurrences in African-American history in proper chronological order. B. Examine the connection between various historical events and trends that have shaped the American nation as a whole and the experiences of African Americans in particular (with special emphasis upon political, economic, social, and cultural developments). C. Interpret historical data, information, and articles for their meaning and significance, which the student should then be able to express using good critical thinking and writing skills to formulate reasonable and informed learned discourses on both specific and broad themes in African American history and the human experience. D. Analyze and appraise various interpretations and explanations about African American history and test existing theories and approaches by referring to primary sources and constructing one’s own valid and logical interpretations and explanations. E. Explain how the principles underlying American institutions and traditions have shaped and been shaped by African Americans, with particular attention paid to demonstrating a clear understanding of the principles of America’s key founding documents (Declaration of Independence, Constitution, Bill of Rights, and later amendments) and how African Americans have struggled for equality while helping America live up to its principles.

IV. Student Learning Outcomes: A. Students will evaluate the dynamics of American slavery: motivations, statistics, and consequences. B. Students will evaluate the dynamics of the African American : organizations, public policies, and consequences. V. Course Content: Topics to be covered include, but are not limited to: A. Definition and Origins of African American History B. Different Approaches to the Field of African American History C. Recurrent Themes Present Throughout African American History 1. Perceptions, prejudices and reality 2. Continuity and change in the relationship of African American experiences in the past to those of the present 3. Political, social, religious, biological, and legal issues concerning the treatment of African Americans 4. African Americans and the causes, evolution, and effects of slavery 5. Oral traditions and culture 6. Interrelationship between race, class, and gender 7. African American history in relation to mainstream history 8. African Americans and their impact on American popular culture D. Africa Before European Colonization of the Americas 1. The diversity of Africa 2. Nations of West Africa 3. Women in Africa E. European Colonization and the Slave Trade 1. European exploration and colonization 2. The African Slave Trade 3. The Atlantic Slave Trade 4. The Middle Passage F. Slavery in Colonial North America 1. Jamestown and the Chesapeake 2. White Indentured Servitude 3. From Negro to Negro The formation of legal slavery 4. Plantation Slavery 5. Codification of Slavery 6. Early African American Culture G. Slavery, Freedom, and the American Revolution 1. The Age of the Enlightenment and Liberty 2. Equality of Souls: the First Great Awakening 3. American Freedom and Declaration of Independence 4. African Americans and the War: Loyalists and Patriots 5. Role of Slavery in Constitutional Debate 6. The Promise of Manumission H. Slavery and Race in the Early Republic 1. The Decline of Northern Slavery 2. Slavery under the Articles of Confederation: The Northwest Ordinance 3. Slavery and the Constitution 4. Early Abolitionists 5. The Changing Economics of Slavery: and Cotton 6. The Rise of the Free Black Community I. The Effects of the Cotton Economy 1. Expansion South and West 2. Formation of the Negro Experience and Antebellum Community 3. Religion, Life, and Culture 4. The Domestic Slave Trade 5. Slave Families 6. African Roots of American Slave Culture J. Opposition to Slavery 1. The Free Black Community in the South 2. The Free Black Community in the North 3. Slave Resistance 4. Industry, Democracy, and the Second Great Awakening 5. Abolitionism 6. The Politics of Anti-Slavery 7. The Pro-Slavery Position K. Slavery and Westward Expansion 1. The 2. Free Labor and The Wilmot Proviso 3. California and the Compromise of 1850 4. Uncle Tom’s Cabin and the Expansion of Abolition 5. The Dred Scott Case and the Debate Over Slavery 6. John Brown and Radical Abolition 7. and the Republican Party L. The Civil War and the Causes of Emancipation 1. The Purpose of the War: Union, States Rights, or Slavery? 2. Northern Free Blacks and the 3. Slaves as Contrabands Of War 4. The Politics and the Morality of the Emancipation Proclamation 5. Black Men and the Union Army 6. Black Men and the Confederate Army M. The Era of Reconstruction 1. Slavery Ends 2. The Meaning of Freedom 3. The ’s Bureau and the Black Codes 4. Experiments in Protecting Freedom 5. Education and Politics 6. Radical Reconstruction and the Effort to Protect Civil Rights 7. Violence, Scandal mongering, and the Consequences of Redemption 8. Limiting Access to Civil Rights by the Judicial System 9. The N. The Jim Crow South 1. The Ideal of the 2. Politics and Populism 3. Disenfranchisement 4. Legalized Segregation 5. Violence and Deference 6. Economic Restrictions 7. Limited Successes O. Challenging in the 1. The Foundations of White Supremacy 2. Educational Opportunities 3. Religion and The Negro Community 4. The Negro Middle Class 5. Legitimization of Jim Crow entertainment 6. The Labor Movement 7. Black Intelligentsia P. World War I and the Age of the 1. WWI the fight for Democracy at Home and Abroad 2. The Great Migration 3. The New Negro Movement 4. The influence of Non democratic Ideology and Demagogy 5. The Rise of Northern Black Communities 6. Black Resistance 7. The Harlem Renaissance 8. Blacks in Popular Culture Q. Blacks and the Great Depression (1930s) 1. Hard Times for Black Americans 2. Protest and Civil Rights in the Depression 3. A New Deal for Blacks 4. Blacks and the New Deal Coalition 5. Limits of the New Deal 6. Organized Labor R. Blacks and the Second World War (1939-1945) 1. Mobilization and the March on Washington 2. Race in the Army and the Cost of Discrimination 3. Fascism, White Supremacy, and wartime suffrage Employment Opportunities 4. Race Riots 5. Labor and Race 6. Anti-Communism and Civil Rights S. Black Culture in the 1930s and 1940s 1. Depictions in Popular Culture: Radio and Film 2. Music: Gospel, Jazz, and the Blues 3. Black Art and Literature 4. The Symbolism of Sports: Jesse Owens, Joe Louis, and Jackie Robinson T. The Era of Civil Rights 1. The Brown Decision and White Resistance 2. Equal Access through Boycotts 3. Equal Access through Nonviolent Direct Action 4. Testing Legal Desegregation 5. The March on Washington and the Civil Rights Act 6. Freedom Summer and the Voting Rights Act 7. The Pursuit of Economic Rights U. Black Nationalism and Black Power 1. The Nation of Islam and Malcolm X 2. The Black Critique of Racial Integration 3. Black Power and the Critique of Accommodation 4. Black Nationalism and Exclusivity 5. Urban Race Riots 6. Vietnam 7. Black Studies and the Critique of University Curricula 8. Black is Beautiful: the Emergence of a New Black Consciousness 9. Blaxploitation and the Changing Face of Blacks in Film V. African Americans in Politics 1. The Nixon Years: FAP, Bussing, and the Silent Majority Strategy 2. The Emergence of Elected Black Officials 3. The Black Middle Class 4. Reagan and the Attack on Social Programs and Affirmative Action 5. Black Conservatism 6. The Anti-Apartheid Movement 7. Clinton and Welfare Reform 8. AIDS in Africa W. Race in Modern America 1. Race and Resurgence of Conservatism 2. The Rise of Rap and Hip Hop 3. Afrocentrism 4. The Nation of Islam and the Million Man March 5. Black Feminism 6. Race and Poverty in America 7. Health and Education 8. Race and Incarceration 9. Multiculturalism and Race Consciousness 10. The Obama Era VI. Lab Content: None

VII. Methods of Instruction: Methods may include, but are not limited to: A. Instructor may give lecture presentations, with frequent checks for understanding through question and response activities. This would relate to any and all of the student learning objectives. B. Instructor may ask students to organize timelines of events and explain the cause and effect relationships between the events. C. Instructor may ask students to read primary and secondary sources, followed by a classroom discussion of their analyses and interpretations. D. Instructor might use guided and focused class discussions of representative historical events. These discussions might solicit student opinions on the relationship between such past events and current events. E. Instructor may use a variety of visual presentations, including documentaries, PowerPoint slides, and maps. These visuals help students, by adding dimensions of understanding to the material covered in lectures and the assigned readings. F. Instructor may ask students to make presentations illustrating their understanding of the material and serving as discussion launching pads for class discovery of certain topics and themes. G. Instructor may use various Internet resources and incorporate some of the techniques and pedagogy of distance education.

VIII. Methods of Evaluation and Assignments: A. Methods of evaluation for degree-applicable courses: Essays [X] Problem-solving assignments (Examples: Math-like problems, diagnosis & repair) [ ] Physical skills demonstrations (Examples: Performing arts, equipment operation) [ ]

For any course, if "Essays" above is not checked, explain why.

B. Typical graded assignments (methods of evaluation): 1. Students may be asked to write formal Blue Book essay exams, for example, on the topic of how slavery impacted African Americans and how it influenced the political, economic, and social, development of the United States. 2. Students might be asked to evaluate historical resources, like the Smithsonian magazine article “The Dark Side of Thomas Jefferson,” and write their interpretation about how Jefferson interacted with his slaves, using critical thinking and writing skills. 3. Students might be given opportunities to construct essays or research papers illustrating their understanding of historical events, like Reconstruction, by reading primary sources that express the views of Freedmen, , and southern Redeemers. 4. Students might be asked to demonstrate their understanding that African American history is directly linked to the struggle to actualize the principles enunciated in the founding documents of the United States, like the concept embedded in the Declaration of Independence that “all men are created equal.”

C. Typical outside of classroom assignments: 1. Reading a. A survey text chosen for the course such as From Slavery to Freedom, by and Evelyn Higginbotham b. A document or primary source reader c. A supplemental text including both primary and secondary source material d. Supplemental material prepared by the Instructor such as abstracted articles or short biographical vignettes on people like Langston Hughes e. Externally located material germane to the course such as sources on the Internet or housed in the library such as primary source documents or research abstracts 2. Writing a. Responses to specific tasks presented in worksheets or task specific activities, such as composing thoughtful responses to assigned questions for a primary source reading, with the intension of sharing the responses with fellow students in a later classroom group discussion b. Individual free-standing essays or research papers, such as on the 1960s issue of Black nationalism and exclusivity versus accommodation and inclusivity c. Rough drafts in preparation for an essay exam, from a list of possible essay topics provided by the instructor d. Journaling of learning activities e. Creative presentations of ideas and concepts, such as by using songs, poems, plays, stories, or dialogues 3. Other a. Library inquiry activities and assignments, such as those needed to give a presentation to the class b. Internet inquiry activities c. Visual activities such as reporting on or reviewing documentaries found online or on reserve in the library

IX. Textbooks and Instructional Materials: A. Textbooks/Resources: 1. Franklin, J. H. & Higginbotham, E (2011). From Slavery to Freedom (9 (Newest Ed.)/e). McGraw-Hill. 2. Carson, C.; Lapsansky-Werner, E.; & Nash, G (2011). The Struggle for Freedom: A History of African Americans, Concise Edition, Combined Volume (2 (Newest Ed.)/e). Pearson. 3. Walton, H. & Smith, R (2014). American Politics and the African American Quest for Universal Freedom (7/e). Pearson. 4. White, D. G.; Bay, M.; & Martin Waldo (2013). Freedom on My Mind: A History of African Americans with Documents (Combined Volume) (1/e). Bedford. 5. , Narrative of the Life of Frederick Douglass, An American Slave and Essays, 1st ed., Cengage, 2005. 6. Olaudah Equiano, The Interesting Narrative of the Life of Olaudah Equiano, 2nd ed., Bedford St. Martin’s, 2007. 7. Harriet Jacobs, Incidents in the Life of a Slave Girl, 1st ed., Bedford St. Martin’s, 2010. 8. Henry Wiencek, The Dark Side of Thomas Jefferson, Smithsonian magazine, October 2012. B. Other instructional materials: X. Minimum Qualifications and Additional Certifications: A. Minimum qualifications: 1. History (Masters Required) B. Additional certifications: 1. Description of certification requirement: 2. Name of statute, regulation, or licensing/certification organization requiring this certification:

XI. Approval Dates Curriculum Committee Approval Date: 10/25/2017 Board of Trustees Approval Date: 10/25/2017 State Approval Date: Catalog Start Date: Fall 2018

XII. Distance Learning Appendix A. Methods of Instruction Methods may include, but are not limited to: 1. District approved LMS would be used to achieve regularly scheduled contact hours, orientation, testing sessions, and to monitor and moderate discussion sessions. The required attendance of specifically scheduled participation in asynchronous discussion, objective exams and/or completion of online writing assignments would be comparable to the traditional classroom contact. Ongoing current event material is added regular and discussion is required.

B. Information Transfer Methods may include, but are not limited to: 1. Chat/IM 2. Collaborative projects: group blogs, wikis 3. Course announcements 4. Discussion boards 5. E-Mail 6. Instructor-provided online materials 7. Lectures (recorded/streaming) 8. Messaging via the LMS 9. Modules on the LMS 10. Personalized feedback 11. Phone/voicemail 12. Podcasts/webinars/screencasts 13. Textbooks 14. Videoconferencing/CCCConfer/Skype

Course ID: 2291