George Mason University College of Education and Human Development

HIST 615-6F1: American Slavery in History and Memory

3 credits, Spring 2020 Semester Tuesdays, 6pm to 9pm, Stonebridge High School, Ashburn, VA

Faculty: Dr. Sheri Ann Huerta Office Location: Robinson Hall, 369B, Fairfax Campus Office Hours: by Appointment Office Phone: 703.993.1250 Email Contact: [email protected] Department of History and Art History

Prerequisites/Corequisites: None

University Catalog Course Description

Hist 615: Problems in American History Readings and discussion of bibliographies, interpretations, and research trends in topics selected by instructor. Notes: May be repeated for credit when topic is different. May be repeated within the term.

Course Overview

Why does the past matter? Recent current events demonstrate that the institution of slavery in the United States does not reside only as a chapter in our history textbooks, but as a complex, divisive, pervasive, and often misunderstood part of our present. This course is designed to help educators read the past in a way that expands an understanding of the interconnected factors that established racialized chattel slavery in the Americas, perpetuated systems of oppression, and framed important narratives of our public culture and memory. This course presents both familiar and underrepresented voices and stories of enslavement to build a foundation for interpreting the diverse lived experiences within enslavement and the many types of slave societies. We will explore slavery from multiple perspectives: from the broader Atlantic worldview to regional contexts across the United States, to the story of enslavement in northern Virginia. Working from this evidence-based foundation we will separate myth from reality as we evaluate current representations of slavery in textbooks, cultural media, and public sites of memory and reconciliation while developing strategies for building a more inclusive, historically accurate, and representative narrative of enslavement.

Course Delivery Method

This course will be delivered using a combination of lecture, lab, and seminar formats.

Learner Objectives

 Identify key concepts and debates in the historiography of slavery: the history of how historians have interpreted and represented slavery over time.  Investigate the foundations of racialized slavery and the historical roots of contemporary inequalities.  Describe and compare enslaved experiences based on age, gender, labor, and location.  Investigate how laws, policies, and governments played roles in exerting race-related power and how individuals and communities responded to this power.  Create a rubric and evaluate online and text resources for major arguments and depth of coverage of the history of slavery. HIST 615: American Slavery in History and Memory Page 1 of 9 Huerta – Spring 2020  Evaluate current debates over the memorialization of and reconciliation with the era of enslavement.  Create an argument for how events in the past should be remembered in order to serve the public good.  Integrate the history, primary sources, scholarship, and interpretation of slavery into an instructional teaching unit.

Professional Standards

Upon completion of this course, students will have met the following professional standards outlined in the Virginia Standards for the Professional Practice of Teachers. For descriptions of standards and key elements consult: http://www.doe.virginia.gov/teaching/regulations/prof_practice_standards.pdf. 1. Professional Practice of all Teachers a. Standard Two: Knowledge of Content b. Standard Six: Professionalism 2. Standards for the Professional Practice of Teachers of History and Social Science a. Standard Two: Knowledge of Content i. Key Elements 3, 4, 5, 6, and 9 b. Standard Three: Planning, Delivery, and Assessment of Instruction i. Key Elements 3, 5, and 6 c. Standard Four: Safe, Effective Learning Environment i. Key Element 2 d. Standard Five: Communication and Collaboration i. Key Element 1 e. Standard Six: Professionalism i. Key Element 1

Required Texts* You will also select one additional monograph to review and present to the class.

Genovese, Eugene D. Roll, Jordan, Roll: The World the Slaves Made. New York: Vintage Books, 1974. ISBN 0-394-71652-3. Johnson, Rashauna. Slavery’s Metropolis: Unfree Labor in New Orleans during the Age of Revolutions. Cambridge: Cambridge University Press, 2016.

Smallwood, Stephanie E. Saltwater Slavery: A Middle Passage from Africa to American Diaspora. Cambridge: Harvard University Press, 2007.

*All other assigned readings will be available either online, through library.gmu.edu, or through Blackboard.

Course Performance Evaluation

Attendance and Participation 20 % Assigned Reading Review Paper 15 % Book Review Presentation and Paper 20 % Instructional Unit Presentation 10 % Instructional Unit Design 35 %

Grades will be assigned according to the following grading scale: A+ : 98-100 B+ : 87-89 C+ : 77 -79 D+ : 67-69 F : 0-59 A : 93-97 B : 83-86 C : 73-76 D : 63-66 A- : 90-92 B- : 80-82 C- : 70-72 D- : 60-62 .

HIST 615: American Slavery in History and Memory Page 2 of 9 Huerta – Spring 2020 Graded Assessments

Attendance and Participation (20 %) This is a graduate level course. Attendance is required. Please contact me if you are unable to attend class. Active and substantive participation in our class discussions is expected and can only happen with focused preparation. Preparation requires thoughtful reading with an eye for considering how the assigned readings intersect with the chronology of slavery and with major historiographical debates. Consult this helpful guide for “How to Read a History Book” to understand how historians read for meaning and evaluate the major arguments https://historyprofessor.org/reading/how-to-read-a-history-book/ . Since this course also focuses on teaching, consider how you might integrate the arguments and sources into your classroom discussions of slavery. The course syllabus features a weekly theme with assigned readings. At various times we will conduct history labs. Instructions will be provided in Blackboard. The “Books for Review” sections are explained in the “Book Review Presentation and Paper” assignment below.

Assigned Reading Review Paper (15 %) Select one of the assigned books for this course and write a 4-5 page review. Your review should address the author’s main arguments, how the author used primary and secondary sources to support the arguments, how the work adds to an understanding of slavery, the strengths and weaknesses of the argument, how the work intersects with the methodology and approaches of other historians on the topic, and how you might integrate the arguments and sources into teaching the history of slavery. Sample reviews will be provided. Use this review to enhance your discussion of the book during class. Turn in a hard copy of your review on

the date that the book is discussed in class at the end of class.

Book Review Presentation and Paper (20 %) Select one of the “books for review” in the syllabus, prepare a class presentation about the book (about 15 minutes long) and write a 4-5 page review. We will sign-up for choices the first night of class. Your in- class presentation should address the author’s background, the author’s main arguments, how the author used primary and secondary sources to support the arguments, how the work adds to an understanding of slavery, the strengths and weaknesses of the argument, how the work intersects with the methodology and approaches of other historians on the topic, and how you might integrate the arguments or sources into teaching the history of slavery. Sample reviews will be provided. Turn in the review on the date that the book is discussed in class at the end of class. These presentations will help you build your knowledge and working bibliography of the current scholarship on American slavery.

Unit Presentation (10 %) Prepare a 10 to 15 minute explanation of your instructional unit to present to the class on April 28. The presentation should include your learning objectives, resources, active learning components, and how this unit fills the gap between traditional textbook accounts and scholarship on the defining role of slavery and enslaved persons in our nation’s history.

Instructional Unit Design and Presentation (35 %) Participants in this course will at some point teach the history of slavery or interpret the history of slavery in the classroom. The culminating project requires participants to evaluate and apply the skills and content learned over the course of the semester by designing an instructional unit focusing on slavery or integrating slavery into the history of North America. The unit will include several components including a textbook critique, evaluation of online teaching resources, active learning strategies, integration of primary sources, and an assessment of student learning. Specific instructions will be provided with flexibility to adapt to the age, skill-level, learning objectives, and modes of instruction (digital, independent, face-to-face) for your target audience. Your instructional unit will be due the final day of class, May 5.

Professional Dispositions

See https://cehd.gmu.edu/students/polices-procedures/

HIST 615: American Slavery in History and Memory Page 3 of 9 Huerta – Spring 2020

Class Schedule

Be prepared to discuss the assigned readings identified by “Discuss” on the date listed. URLs are provided for online resources. Readings identified by (*) are available in JSTOR via library.gmu.edu. Ebooks available through library.gmu.edu are also identified. Readings hosted in Blackboard are identified by (BB). A guide for locating eBooks and digital content will be provided in Blackboard.

Note: Faculty reserves the right to alter the schedule as necessary, with notification to students.

January 28 Teaching about Slavery: Challenges and Issues Discuss: Brown, Vincent. “Social Death and Political Life in the Study of Slavery.” The American History Review 114, no. 5 (December 2009): 1231-1249. (*) Discuss: Shuster, Kate. “Teaching Hard History: American Slavery,” Southern Poverty Law Center, January 31, 2018. https://www.splcenter.org/sites/default/files/tt_hard_history_american_slavery.pdf

February 4 Perspectives on the Slave Trade in the Atlantic World Discuss: Smallwood, Stephanie E. Saltwater Slavery: A Middle Passage from Africa to American Diaspora. Cambridge: Harvard University Press, 2007. Discuss: Hurston, Zora Neale. Barracoon: The Story of the Last “Black Cargo.” New York: Amistad, 2018. [excerpts] (BB) In-Class Lab: The Trans-Atlantic Slave Trade Database https://www.slavevoyages.org/ Books for Review: Gomez, Michael A. Exchanging Our Country Marks: The Transformation of African Identities in the Colonial and Antebellum South. Chapel Hill: University of North Carolina Press, 1998. (Ebook Central Academic Complete) Mustakeem, Sowande’ M. Slavery At Sea: Terror, Sex, and Sickness in the Middle Passage. Urbana, IL: University of Illinois Press, 2016. (*) Rediker, Marcus. The Slave Ship: A Human History. New York: Penguin Books, 2007.

February 11 Racialization of Slavery: the shift from indentured to enslaved laborers Discuss: Morgan, Jennifer L. “Partus sequitur ventrem: Law, Race, and Reproduction in Colonial Slavery.” Small Axe 22, no. 1 (March 2018): 1-17. (*) Discuss: Morgan, Jennifer L. “‘Some Could Suckle over Their Shoulders’: Male Travelers, Female Bodies, and the Gendering of Racial Ideology, 1500-1700.” William and Mary Quarterly 54, no. 1 (1997): 167- 192. (*) Discuss: “Negro womens children to serve according to the condition of the mother” (1662) https://staging.encyclopediavirginia.org/_Negro_womens_children_to_serve_according_to_the_condition_of_the_mother_1662

Discuss: “An act concerning Servants and Slaves” (1705) https://staging.encyclopediavirginia.org/_An_act_concerning_Servants_and_Slaves_1705

Books for Review: Amussen, Susan Dwyer. Caribbean Exchanges: Slavery and the Transformation of English Society, 1640- 1700. Chapel Hill: University of North Carolina Press, 2007. (Ebook Central Academic Complete) Morgan, Jennifer L. Laboring Women: Reproduction and Gender in New World Slavery. Philadelphia: University of Pennsylvania Press, 2004. (*)

HIST 615: American Slavery in History and Memory Page 4 of 9 Huerta – Spring 2020 February 18 Slavery and Freedom in the Revolutionary Era Discuss: Frey, Silvia. Water from the Rock: Black Resistance in a Revolutionary Age. Princeton University Press, 1991. [excerpts] (BB) Discuss: Johnson, Rashauna. Slavery’s Metropolis: Unfree Labor in New Orleans during the Age of Revolutions. Cambridge: Cambridge University Press, 2016.

Books for Review: Egerton, Douglas R. Gabriel’s Rebellion: The Virginia Slave Conspiracies of 1800 and 1802. Chapel Hill: University of North Carolina Press, 1993. (Ebook Central Academic Complete) Morgan, Edmund S. American Slavery, American Freedom: The Ordeal of Colonial Virginia. New York: W.W. Norton & Company, 1975. Pybus, Cassandra. Epic Journeys of Freedom: Runaway Slaves of the American Revolution and their Global Quest for Liberty. Boston: Beacon Press, 2006. Taylor, Alan. The Internal Enemy: Slavery and War in Virginia, 1772-1832. New York: W.W. Norton & Company, 2013. White, Shane. Somewhat More Independent: The End of Slavery in New York City, 1770-1810. Athens: University of Georgia Press, 1991. (*) Wolf, Eva Sheppard. Race and Liberty in the New Nation: Emancipation in Virginia from the Revolution to Nat Turner’s Rebellion. Baton Rouge: Louisiana State University Press, 2006.

February 25 Enslaved Labor Regimes, Commodification, and Wealth in Enslaved Bodies Discuss: Takagi, Midori. “Maturation of the Urban Industrial Slave System, 1840-1860.” In Rearing Wolves to Our Own Destruction: Slavery in Richmond Virginia, 1782-1865, by Midori Takagi, 71-95, Charlottesville: University of Virginia Press, 1999. (*)

Discuss: O’Donovan, Susan Eva. “At the Intersection of Cotton and Commerce: Antebellum Savannah and Its Slaves.” In Slavery and Freedom in Savannah, edited by Leslie M. Harris and Daina Ramey Berry, 42-68. Athens, GA: University of Georgia Press, 2014. (*) Discuss: “Introduction” and “The Nature of Loudoun Slavery.” In Life in Black and White: Family and Community in the Slave South, by Brenda E. Stevenson, 159-205. New York: Oxford University Press, 1996. (ProQuest e-book) In-Class Lab: Slave Valuations in Northern Virginia

Books for Review: Berry, Daina Ramey. The Price for their Pound of Flesh: The Value of the Enslaved, from Womb to Grave, in the Building of a Nation. Boston: Beacon Press, 2017. Brown, Ras Michael. African-Atlantic Cultures and the South Carolina Lowcountry. Cambridge: Cambridge University Press, 2012. (Ebook Central Academic Complete) Grivno, Max. Gleanings of Freedom: Free and Slave Labor along the Mason-Dixon Line, 1790-1860. Urbana: University of Illinois Press, 2011. (Ebook Central Academic Complete) Pargas, Damian Alan. Quarters and the Fields: Slave Families in the Non-Cotton South. Gainesville: University Press of Florida, 2010. Schwartz, Marie Jenkins. Birthing a Slave: Motherhood and Medicine in the Antebellum South. Cambridge: Harvard University Press, 2006. Zaborney, John J. Slaves for Hire: Renting Enslaved Laborers in Antebellum Virginia. Baton Rouge: Louisiana State University Press, 2012.

HIST 615: American Slavery in History and Memory Page 5 of 9 Huerta – Spring 2020 March 3 Institutions of Control and Types of Resistance Discuss: Genovese, Eugene D. Roll, Jordan, Roll: The World the Slaves Made. New York: Vintage Books, 1972.

Books for Review: Camp, Stephanie M. H. Closer to Freedom: Enslaved Women and Everyday Resistance in the Plantation South. Chapel Hill: University of North Carolina Press, 2004. Dusinberre, William. Strategies for Survival: Recollections of Bondage in Antebellum Virginia. Charlottesville: University of Virginia Press, 2009. (* and Ebook Central Academic Complete)

Gross, Ariela J. Double Character: Slavery and Mastery in the Antebellum Southern Courtroom. Athens, GA: University of Georgia Press, 2000.

Hadden, Sally E. Slave Patrols: Law and Violence in Virginia and the Carolinas. Cambridge: Harvard University Press, 2001. Hilliard, Kathleen M. Masters, Slaves, and Exchange: Power’s Purchase in the Old South. New York: Cambridge University Press, 2014. Jones-Rogers, Stephanie E. They Were Her Property: White Women as Slave Owners in the American South. New Haven: Yale University Press, 2019. (*) Merritt, Keri Leigh. Masterless Men: Poor Whites and Slavery in the Antebellum South. Cambridge: Cambridge University Press, 2017.

March 10 Finding Family and Communities in Slavery Discuss: “Enslaved Men and Work.” In My Brother Slaves: Friendship, Masculinity, and Resistance in the Antebellum South, by Sergio A. Lussana, 19-44. Lexington, KY: University Press of Kentucky, 2016.(*) Discuss: West, Emily. “The Debate on the Strength of Slave Families: South Carolina and the Importance of Cross-Plantation Marriages.” Journal of American Studies 33, no. 2 (August 1999): 221-241. (*) Discuss: “Slave Family Structure” and “Slave Marriage and Family Relations.” In Life in Black and White: Family and Community in the Slave South by Brenda E. Stevenson, 206-257, New York: Oxford University Press, 1996. (*) Discuss one of these articles about Slavery and the Built Environment:  Vlach, John Michael. “‘Appropriated to the Use of the Colored People’: Urban Slave Housing in the North.” In Slavery in the City: Architecture and Landscapes of Urban Slavery in North America, edited by Clifton Ellis and Rebecca Ginsburg, 52-68. Charlottesville: University of Virginia Press, 2017. (*)  Hafertepe, Kenneth. “Urban Sites of Slavery in Antebellum Texas.” In Slavery in the City: Architecture and Landscapes of Urban Slavery in North America, edited by Clifton Ellis and Rebecca Ginsburg, 106-122. Charlottesville: University of Virginia Press, 2017. (*)  Vlach, John Michael. “‘Snug Li’l House with Flue and Oven’: Nineteenth-Century Reforms in Plantation Slave Housing.” Perspectives in Vernacular Architecture, 5, Gender, Class, and Shelter (1995): 118-129. (*)

Books for Review: Blassingame, John W. The Slave Community: Plantation Life in the Antebellum South. New York: Oxford University Press, 1972. Forret, Jeff. Slave Against Slave: Plantation Violence in the Old South. Baton Rouge: Louisiana State University Press, 2015. Gordon-Reed, Annette. The Hemingses of Monticello: An American Family. New York: W.W. Norton & Company, 2008. HIST 615: American Slavery in History and Memory Page 6 of 9 Huerta – Spring 2020 Kaye, Anthony E. Joining Places: Slave Neighborhoods in the Old South. Chapel Hill: University of North Carolina Press, 2007. (Ebook Central Academic Complete) White, Sophie. Voices of the Enslaved: Love, Labor, and Longing in French Louisiana. Chapel Hill: University of North Carolina Press, 2019. (*) Williams, Heather Andrea. Help Me to Find My People: The African American Search for Family Lost in Slavery. Chapel Hill: University of North Carolina Press, 2012. (Ebook Central Academic Complete)

March 17 The Domestic Slave Trade and the Second Passage Discuss: Johnson, Walter. Soul By Soul: Life Inside the Antebellum Slave Market. Cambridge: Harvard University Press, 1999. (ACLS Humanities eBook) Discuss: Ford, Lacy. “Reconsidering the Internal Slave Trade: Paternalism, Markets, and the Character of the Old South.” In The Chattel Principle: Internal Slave Trades in the Americas, edited by Walter Johnson, 143-164. New Haven: Yale University Press, 2004. (*)

In-Class Lab: Legal Documents as Case Studies

Books for Review: Deyle, Steven. Carry Me Back: The Domestic Slave Trade in American Life. Oxford: Oxford University Press, 2005. (Ebook Central Academic Complete) Pargas, Damian Alan. Slavery and Forced Migration in the Antebellum South. New York: Cambridge University Press, 2015. Schermerhorn, Calvin. Money over Mastery, Family over Freedom: Slavery in the Antebellum Upper South. Baltimore: Johns Hopkins University Press, 2011. (Ebook Central Academic Complete) Tadman, Michael. Speculators and Slaves: Masters, Traders, and Slaves in the Old South. Madison, WI: University of Wisconsin Press, 1996.

March 24 Spaces between Slavery & Freedom: Abolition, Manumission, and Self-Emancipation Discuss: “Debating Slavery’s End.” In The Ragged Road to Abolition: Slavery and Freedom in New Jersey, 1775-1865, by James J. Gigantino, 213-239. University of Pennsylvania Press, 2015. (*) Discuss: “De Boat Am in De River.” In Fugitivism: Escaping Slavery in the Lower Mississippi Valley, 1820-1860, by S. Charles Bolton, 97-115, Fayetteville: University Arkansas Press, 2019. (*) Discuss: Brower, Deborah. “‘…Frank Having Subsequently Run Away’: A Fresh Look at the Frank Wanzer Escape.” The Historical Society of Frederick County Journal (Fall 2011): 18-51. (BB) Discuss: Schweninger, Loren. “Freedom Suits, African American Women, and the Genealogy of Slavery.” The William and Mary Quarterly 71, no. 1 (January 2014): 35-62. (*) In-Class Lab: Runaway Slave Advertisements

Resource: Loudoun County Heritage Commission. The History of the Loudoun County Courthouse and Its Role in the Path to Freedom, Justice, and Racial Equality in Loudoun County. 2019. https://www.loudoun.gov/DocumentCenter/View/151802/Heritage-Commission-Report-Final?bidId= Books for Review: Fields, Barbara Jeanne. Slavery and Freedom on the Middle Ground: Maryland during the Nineteenth Century. New Haven: Yale University Press, 1985. Franklin, John Hope and Loren Schweninger. Runaway Slaves: Rebels on the Plantation. New York: Oxford University Press, 1999. Kennington, Kelly M. In the Shadow of Dred Scott: St. Louis Freedom Suits and the Legal Culture of

HIST 615: American Slavery in History and Memory Page 7 of 9 Huerta – Spring 2020 Slavery in Antebellum America. Athens: University of Georgia Press, 2017. (*)

March 31 Slavery, Sectionalism, and Causes of the Civil War Discuss: Woods, Michael E. “What Twenty-First-Century Historians Have Said about the Causes of Disunion: A Civil War Sesquicentennial Review of the Recent Literature.” Journal of American History 99, no. 2 (September 2012): 415-439. (*) Discuss: “Slavery Divides the Nation.” In The Press and Slavery in America, 1791-1859: The Melancholy Effect of Popular Excitement, by Brian Gabrial, 123-136, Columbia: University of South Carolina Press, 2016. (*) Discuss: “The Black Military Experience 1861 – 1867.” In Slaves No More: Three Essays on Emancipation and the Civil War, edited by Ira Berlin, Barbara J. Fields, Steven F. Miller, Joseph P. Reidy, and Leslie S. Rowland, 187-233. Cambridge: Cambridge University Press, 1992. (BB) In-Class Lab: Pro-Slavery and Anti-Slavery Perspectives

Books for Review: Cooper, William J. Jr. The South and the Politics of Slavery 1828-1856. Baton Rouge: Louisiana State University Press, 1978. Link, William A. Roots of Secession: Slavery and Politics in Antebellum Virginia. Chapel Hill: University of North Carolina Press, 2003. (Ebook Central Academic Complete)

April 7 No class meeting – Loudoun County Public Schools Spring Break

April 14 Slavery, Reconstruction, and Lost Cause Mythology Discuss: Levin, Kevin M. Searching for Black Confederates: The Civil War’s Most Persistent Myth. Chapel Hill: University of North Carolina Press, 2019. [184 pages] (*)

Discuss: Duggan, Paul. “The Spokesman.” The Washington Post Magazine, December 2, 2018. (BB)

In-Class Lab: Southern Claims Commission and Freedmen’s Bureau Documents Books for Review: Taylor, Amy Murrell. Embattled Freedom: Journeys through the Civil War’s Slave Refugee Camps. Chapel Hill: University of North Carolina Press, 2018. (*)

April 21 Memorializing Slavery, Social Justice, and Reparations Discuss: “True Relics of the Old South: Slave Stereotypes and Tourism.” In Souvenirs of the Old South: Northern Tourism and Southern Mythology, by Rebecca Cawood McIntyre, 99-133. Gainesville: University Press of Florida, 2011. (Ebook Central Academic Complete)

In-Class Lab: Memorializing Sites of Enslavement

April 28 Presentations

May 5 All final projects due

HIST 615: American Slavery in History and Memory Page 8 of 9 Huerta – Spring 2020 Core Values Commitment

The College of Education and Human Development is committed to collaboration, ethical leadership, innovation, research-based practice, and social justice. Students are expected to adhere to these principles: http://cehd.gmu.edu/values/

GMU Policies and Resources for Students

Policies  Students must adhere to the guidelines of the Mason Honor Code https://catalog.gmu.edu/policies/honor-code-system/  Students must follow the university policy for Responsible Use of Computing https://universitypolicy.gmu.edu/policies/responsible-use-of-computing/  Students are responsible for the content of university communications sent to their Mason email account and are required to activate their account and check it regularly. All communication from the university, college, school, and program will be sent to students solely through their Mason email account.  Students with disabilities who seek accommodations in a course must be registered with George Mason University Disability Services. Approved accommodations will begin at the time the written letter from Disability Services is received by the instructor. See https://ds.gmu.edu/  Students must silence all sound emitting devices during class unless otherwise authorized by the instructor.

Campus Resources  Support for submission of assignments to Tk20 should be directed to [email protected] or https://cehd.gmu.edu/aero/tk20. Questions or concerns regarding use of Blackboard should be directed to https://its.gmu.edu/knowledge-base/blackboard-instructional-technology- support-for-students/.  For information on student support resources on campus, see https://ctfe.gmu.edu/teaching/student-support-resources-on-campus

Notice of mandatory reporting of sexual assault, interpersonal violence, and stalking:

As a faculty member, I am designated as a “Responsible Employee,” and must report all disclosures of sexual assault, interpersonal violence, and stalking to Mason’s Title IX Coordinator per University Policy 1202. If you wish to speak with someone confidentially, please contact one of Mason’s confidential resources, such as Student Support and Advocacy Center (SSAC) at 703-380-1434 or Counseling and Psychological Services (CAPS) at 703-993-2380. You may also seek assistance from Mason’s Title IX Coordinator by calling 703-993-8730, or emailing [email protected].

For additional information on the College of Education and Human Development, please visit our website https://cehd.gmu.edu/students/ .

HIST 615: American Slavery in History and Memory Page 9 of 9 Huerta – Spring 2020