UNIVERSITY OF TEXAS AT AUSTIN AFRICAN AMERICAN HISTORY SINCE 1860 HIS 357D, AMS 321F, AFR 357D URB 353 Spring 2018 Professor Juliet E.K. Walker
Professor Juliet E.K. Walker Office Hours Office: Garrison 2-136 MWF 10-11, 12:00-1:00, 2:30-3:30 512-471-5581 By appointment [email protected] TTH
"This course may be used to fulfill three hours of the U.S. history component of the university core curriculum and addresses the following four core objectives established by the Texas Higher Education Coordinating Board: communication skills, critical thinking skills, personal responsibility, and social responsibility."
COURSE DESCRIPTION
Assessments of the historic experience of African Americans from the Civil War and Reconstruction to the Civil Rights Era and the Second Reconstruction, i.e., the post-Civil Rights Era from the 1970s through 2017, provide the focus of this course. Emphasis will be placed on the political, economic, including the business activities, as well as social and cultural activities of African Americans. The course begins with assessing the Black American experience during the Civil War and Reconstruction. In the immediate first post- Reconstruction, the Exodus of 1879 is considered along with the founding and building of Black Towns. Also, significant Supreme Court decisions, and extralegal means, including violence, which led to the disfranchisement and segregation of Blacks, that is, the rise of Jim Crow, at the turn of the century are discussed. The Great Migration of the WWI era is examined and the ideologies of black leaders during that period (1900-1930), W.E.B. Du Bois, Booker T. Washington, Ida B. Wells and Marcus Garvey are compared. Particularly, the establishment of black businesses is examined and compared with white corporate America during the turn of the early twentieth century Industrial Revolution.
The rise of the black urban ghetto and impact of the African American working class as it relates to African American culture provide the focus for examining the twentieth century Black Experience. The Harlem Renaissance, the conditions of blacks in the Great Depression, their military participation in WWII, Ralph Bunche’s United Nation’s contribution, the Korean Conflict and the 1954 Brown decision provide an introduction to the Black Freedom Movement of the 1960s, including subsequent black military participation in Vietnam and Afghanistan.
Assessments are made of the riots in the 1960s, Los Angeles 1992, Ferguson 2014, Charlotte, 2016; ideologies of Black leaders, Dr. Martin Luther King, Malcolm X, Stokely Carmichael, Fannie Lou Hamer, Ella Baker, Angela Davis, Kathleen Cleaver, black organizations, NAACP, Urban League CORE, SNCC, Black Panthers, black fraternities/sororities. Agendas of post-Civil rights era black leaders Jesse Jackson, Minister Louis Farrakhan, Rev. Al Sharpton and black business leaders, Bob Johnson (BET), Oprah Winfrey, Houston-based Case Lawal. The post- Civil Rights era rise of national black political leaders is examined: US Senators, Edward Brooke, Carol Moseley-Braun and Congresswomen Shirley Chisholm, Barbara Jordan, Sheila Jackson-Lee and presidential appointees: Secretary of Commerce Ronald Brown, Secretary of State Colin Powell and Condoleezza Rice and Attorney General Eric Holder appointed under
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President Barack Hussein Obama the first African American president of the United States, elected in 2008 and served to January 2017. Also, two African Americans have been appointed Supreme Court Justices: Justice Thurgood Marshall and Justice Clarence Thomas. Yet, who are the rising new black political leaders such as New Jersey United States Senator Cory Booker? Still, of all racial/ethnic groups in the US, African American incomes are at the bottom and black business profits are less than 1% of total USA business profits.
The course ends with commentaries on the retrenchment in affirmative action policies, late twentieth century black conservatism, and the commodification of African American culture seen in the wealth of the superstar athletes and hip hop entrepreneurs. Then, too, the new technology led to the first two black billionaires, Robert Johnson (BET) and Oprah. And, did the Internet with viral social networking websites, Myspace, Facebook, Twitter, Black Planet Google+, “Black News,” “Griot” and YouTube streaming videos, provide a basis for Barack Obama to emerge as the front-runner in the 2008 and 2012 presidential campaigns.
Significantly, the course begins with a Civil War, marking an end of slavery and the beginning of black political participation. But what about Civil Rights, the 1868 14th Amendment and the 1964 Civil Rights Act. What does this say about, race/racism in America? What about Katrina in New Orleans in 2009 as well as “the $40 Million Dollar slave,” 153 years after the 13th Amendment? Also, what has been the impact of the nation’s changing racial demographics on African Americans in the 21st century? And, how do we explain the continued racial violence in America and protest in 2014-2015 that claimed: “Black Lives Matter” and “I Can’t Breath”? Being among the last generation of the millennial cohort, those consisting of individuals born from 1982-2004, how do you view your future in America?
REQUIRED TEXTS Coates, Ta-Nehisi, We Were Eight Years in Power: An American Tragedy Collier-Thomas, B. & Franklin, V.P. Sisters in Struggle: African-American Women Civil Rights- Black Power Franklin, John H. and Evelyn Higginbotham, From Slavery to Freedom, 9th ed, paper Harris, Robert and Terborg-Penn, R. The Columbia Guide to African American History Since 1939 Holt Thomas and Barkley-Brown, E., Major Problems, African American History vol 2 Krugler, David, 1919, The Year of Racial Violence: How African Americans Fought Back Walker, Juliet E. K. Course Packet, History Black Business: Capitalism, Race, Entrepreneurship, chps 6-11 Co-op CFO textbook rental program ...Rental books can either be returned at the Co-op buy back counter or purchased at a discount of the rental price. If needed, Kindle books
Suggested Books— Anderson, Carol, White Rage: The Unspoken Truth of Our Racial Divide Cha-Jua, Sundiata K. America's First Black Town, Brooklyn, Illinois, 1830-1915 Collier-Thomas, Franklin, V.P. Sisters in Struggle: African-American Women, Civil Rights-Black Power Dyson, Michael, The Black Presidency: Barack Obama and the Politics of Race in America Gill, Tiffany, Beauty Shop Politics; African American Women’s Activism in the Beauty Industry Glasrud, Bruce and J. Smallwood, eds., The African American Experience in Texas: An Anthology Lang, Clarence, Grassroots at the Gateway: Class Politics, Black Freedom Struggle in St. Louis, 1936-75 Makalani, Minkah, In the Cause of Freedom: Radical Black Internationalism Harlem to London, 1917-39 Mills, Quincy, Cutting Along the Color Line: Black Barbers and Barber Shops in America Moore, Leonard N. Black Rage New Orleans: Police Brutality & African American Activism WWII-Katrina Rhoden, William, Forty Million Dollar Slaves: Rise, Fall, Redemption of the Black Athlete Smith-Shomade, Beretta, Pimpin’ Ain’t Easy: Selling Black Entertainment Television Shapiro, Thomas, The Hidden Cost of Being African American: How Wealth Perpetuates Inequality
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COURSE REQUIREMENTS DATE DUE PERCENT OF GRADE Midterm Exam 1 (Take-home) March 5 25
HistoryMakers Report Apr 16 10
Panel Group Presentations Apr 16, 18, 20, 23, 25, 27, 5 Apr 30, May 2, 4
Oral History Research Paper May 4 30
Final Exam (Take-home) May 7 30
EXAMINATIONS Midterm and Final All exams are essay. The take-home essay midterm exam will be distributed in class Friday, March 2 to be returned in class Monday, March 5. NO LATE EXAMS ACCEPTED. Lecture outlines, distributed each week, include, “consider” questions, the basis of the exams, and should be answered each week. The Final Exam is take-home. I strongly suggest that you keep up-to- date in answering the “consider questions,” listed on lecture outlines as a basis to prepare for any exam exigencies, such as computer problems, printing problems, car problems, personal problems, unexpected illnesses, deaths in family. Or, students take a three-hour in-class final exam-no books, notes, and computers. The Exams will focus on two chronological time periods The Midterm Exam, distributed March 2, will cover course material from 1861 to 1939, that is from the Civil War, Reconstruction, Post-Reconstruction, Black Economic Life, Rise of Jim Crow, early twentieth century Black Leaders 1860s to 1930s, WWI, the Great Depression and New Deal to 1939. It will be due Monday, March 5. Students who do not turn in the exam on that date can take an in-class exam. No papers, books, etc. allowed.
Final Exam 2, will cover course materials from 1940-2018 Topics include Blacks in the US Military from 1945 to 2018, including Korean War, Vietnam, Afghanistan, Middle East. Also, Black Urban and Economic life, Prelude to Brown, Black Freedom Movement, Civil Rights Protest, Civil Rights Acts, Black Power, Riots, War on Poverty, Black Women’s Rights Momentum and Black Capitalism. Also, the Post Civil Rights Era, Black Entrepreneurship, Diversity, Black Politics, Hip Hop and Commodification of Black Culture, Black Organizations, Election of first African American President and Black Women’s Rights Momentum. CLASS ORAL HISTORY RESEARCH PAPER Your topic for the oral history paper can be selected from any 20th century to 21st century topics mentioned in the Course Introduction, including post-Civil Rights era contemporary issues in African American life, thought and culture, such as black business and entrepreneurship, working class blacks, conservative, liberal and radical black thought, impact of media and IT, nation’s changing racial/ethnic demographics and diversity on Black Americans, Black feminism, black leaders, sports, music, film, Blacks and the Military, black urban life, migration, activities of anti-
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Black Hate Groups, Terrorism, African Diaspora immigration, Blacks and global capitalism. Or, your research paper can be your family history as it relates to the Black Historical Experience or explore historical controversy, such as: Who was responsible for the Civil Rights Act of 1964? Your research paper will include three kinds of sources, primary, secondary and oral sources, who can be a family member, friend, and/or an authority or any person but that person must have participated in, witnessed or has expert opinion on your selected topic in the historical experience of African Americans in the twentieth century. Do not select a topic if you do not have a person to interview. Your interviewee/s can be from 18 years old to over 100 years old and of any race or ethnicity, as long as this person has personal experience/ views on your topic relating to any aspect of the Twentieth/Twenty-First Centuries African American Historical Experience. A research paper guide will be provided. The Oral History Interview Research Paper, a minimum of 8 pages in addition to endnotes, appendix, bibliography. ALL PAPERS ARE DUE BEFORE OR BY MAY 7.
LATE RESEARCH PAPERS ACCEPTED—but with ten (10) points taken off the paper’s grade for each day the paper is late.
EXTRA CREDIT Must do two of the below All Extra Credit reports due at one time, May 4.
Extra Credit, Students can earn up to 10 points added to total final grade points. Outside Lecture Report 5 points added to final grade average Report on History Museum Visit 5 points added to final grade average Obama Report 5 points added to final grade Book Review 5 points added to final grade
Movie, TV, Documentary Review 5 points added to final grade Report on any lecture, book, media, feature films/TV shows movie review that provides insight on Black History in 20th and early 21st century is acceptable. With museum visit, LBJ and Carver Museum; or, if you go home for spring break or travel, you can also report on a museum or National Register of historic place site in that city.
The Obama report is a two part paper. The first part will include your before class insights on factors that you think contributed to Obama’s election as the first African American president and his second- term re-election. The second part will include information from the course as well as media assessments on specific historical factors, issues, events, etc., that contribute to Obama’s successes/failures from 2009-2017, including final commentary on how course information on Obama did or did not contribute to your changing insights on Obama’s successes/failure. Also, any student can suggest an extra-credit assignment for my considered approval. Finally,
The course is designed so that each student can get an A grade, but only if one attends all classes (university regulations state a student who is absent more than three times must fail the course) and, studies diligently and consistently. And, of course, A students are those who earn average A grades on all assignments.
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Most important as Frederick Douglas said in 1857
“If there is no struggle, there is no progress. Those who profess to favor freedom and deprecate agitation, are men who want crops without plowing up the ground, they want rain without thunder and lightning. ….
People might not get all they work for in this world, but they must certainly work for all they get."
COURSE OUTLINE
DATE LECTURE TOPICS AND ASSIGNED READINGS
Jan 17, 19 INTRODUCTION TO COURSE: PERSPECTIVES ON AFRICAN AMERICAN HISTORY, CHRONOLOGY, HISTORIOGRAPHY BLACKS, THE CIVIL WAR AND FREEDMEN
Jan 22, 24, 26 CIVIL WAR AND RECONSTRUCTION FOR BLACK AMERICA
From Slavery to Freedom, chaps. 10, 11 Major Problems in African American History, chap. 2, 36-74 Slavery and the making of America. Volume 4, The challenge of freedom {video}
Jan 29, 31, Feb 2 POST-CIVIL WAR BLACK LIFE, ECONOMICS, SEGREGATION,
History of Black Business, chap. 6, pp 182-219 Major Problems in African American History, 87-91, 166
Feb 5, 7. 9 VIOLENCE, RISE OF JIM CROW, BLACK BUSINESS EXPANSION POLITICAL AND LEGAL CONSTRAINTS AND BLACK LEADER RESPONSES,
From Slavery to Freedom, chap. 12, 13 Major Problems in African American History, chap. 5 History of Black Business, chap 7
Feb 12, 14, 16 GREAT MIGRATION, RISE OF BLACK URBAN GHETTO WWI THE RED SUMMER
From Slavery to Freedom, chaps. 14 Major Problems in African American History, chap. 4 Krugler, 1919, Year of Racial Violence: How African Americans Fought Back
Feb 19, 21, 23 MARCUS GARVEY, ORGANIZED BLACK WORKERS AND THE HARLEM RENAISSANCE
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From Slavery to Freedom, chaps. 15, 16 Major Problems in African American History, chap. 6 History of Black Business, pp 219-224 “Marcus Garvey [video]: look for me in the whirlwind”
Feb 26, 28, Mar 2 CONFRONTING THE GREAT DEPRESSION, NEW DEAL FOR BLACKS?
From Slavery to Freedom, chaps. 17 Major Problems in African American History, chaps. 7, 8 History of Black Business, chap 8
March 2 Mid-Term Take-home EXAM I 1861- 1939 distributed in class March 5 Mid-Term take-home EXAM due in class, 11:00 AM
Mar 5, 7, 9 “The Double Victory”: CONFRONTING WWII’s Prelude to the Desegregation of the American Military
Franklin, From Slavery to Freedom, chaps. 18,
Mar 12, 14, 16 SPRING BREAK
Mar 19, 21, 23 BROWN DECISION, COLD WAR AND PROLOGUE TO CIVIL RIGHTS
From Slavery to Freedom, chap. 19 History of Black Business, chap 9
“The Road to Brown [video]: the untold story of "the man who killed Jim Crow”
The Road to Brown tells the story of the Brown v. Board of Education ruling as the culmination of a brilliant legal assault on segregation that launched the Civil Rights movement. It is also a moving and long overdue tribute to a visionary but little known black lawyer, Charles Hamilton Houston, "the man who killed Jim Crow."
Mar 26, 28, 30 BOYCOTTS, SIT-INS, MARCHES, MILITANCY, RIOTS, BLACK POWER DEMANDS, SUCCESSES, FAILURES
From Slavery to Freedom, chap. 20 Major Problems in African American History, chap 9
Apr 2, 4, 6 BLACK REVOLUTION, BLACK LEADERS, GOVERNMENT RESPONSES, CIVIL RIGHTS, POLITICAL RIGHTS From Slavery to Freedom, chap. 21, Major Problems in African American History, chap.10
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Apr 9, 11, 13 POST-CIVIL RIGHTS AMERICA: “Progress and Poverty”
From Slavery to Freedom, chap. 22, 23 History of Black Business, chap 11 Major Problems in African American History, 313—336
Apr 16, 18, 20 POST-CIVIL RIGHTS AMERICA: Reconstruction/NEW JIM CROW
Panel Group Presentation: Topics selected from Students or Harris, Robert and Terborg-Penn, R. The Columbia Guide to African American History Since 1939
Apr 23, 25, 27 WHERE DO WE GO FROM HERE? “Sisters in the Struggle Panel Group Presentation: Topic selected from students or Collier-Thomas, & Franklin, Sisters in Struggle: African-American Women Civil Rights- Black Power Movement
Apr 30, May 2, 4 WHERE DO WE GO FROM HERE? Race and The Obama Presidency
Panel Group Presentation: Topic selected from Coates, Ta-Nehisi, We Were Eight Years in Power: An American Tragedy Dyson, Michael, The Black Presidency: Barack Obama and the Politics of Race in America
May 4 Take-home Final Distributed
May 7 Take-home Final Due; or, three-hour in-class final during Final Exam Week
ASSIGNMENT RESEARCH PAPER A research paper guide will be provided.
ALL RESEARCH PAPERS DUE BEFORE OR BY MAY 7- NO LATE RESEARCH PAPERS ACCEPTED
Students, a Research Paper Guide will be provided. In addition, as you begin to write your research paper, please consider the Undergraduate Writing Center, which provides professional consulting services for students who want to improve their writing. The Undergraduate Writing Center’s mission--improving undergraduate writing and supporting undergraduate education at The University of Texas at Austin--has effective and ethical rhetoric at its core. We train our writing consultants to approach each session from the following points of departure: the assignment of the particular instructor, the expectations of the particular discipline, and the goals of the particular student. Students can bring their assignments to the UWC and work with a consultant on any aspect of their writing--from brainstorming, to developing and organizing an argument, to learning the conventions of usage and punctuation. Their consultants will use my directions as well as your student notes to define the goals of each session, but ultimately, students are responsible for the quality of their papers. Also, consultants will be happy to send you a brief letter describing each session, if the student requests it. The Undergraduate Writing Center Located in FAC 211 (Flawn Academic Center), and the UWC is open from 9 a.m. to 8 p.m. Monday through Thursday and from 9 a.m. to 3 p.m. on Friday.
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Because of recent budget constraints that have limited our hiring, they are expecting an unprecedented demand for our services this year. And although they will continue to work with students on a walk-in basis, students should be encouraged to call ahead for an appointment (471-6222). To better familiarize your students with our the Undergraduate Writing Center services, the UWC brochure, which details hours and policies can be downloaded from their main website at . www.uwc.utexas.edu.
Most important, your paper must be your own work. By following the above directions, there will be no concern that your paper is not your own--See UT’S POLICIES at:
Plagiarism | SJS We offer a wide variety of programs and services to enhance student life at the University of Texas at Austin. We're here for you! deanofstudents.utexas.edu/sjs/scholdis_plagiarism.php - 13k
UT Links :
• Division of Rhetoric and Composition Student Resources • Student Government/Student Advocates • Honor Code • LBJ School of Public Affairs A Guide to Avoiding Plagiarism (384K PDF file) • http://www.lib.utexas.edu/admin/cird/bibliographer/bibsubject.html#subject
• ASSIGNMENT-- HISTORYMAKERS, the nation’s largest African American video oral history archive includes “a unique online archive of 5,000 first-person narratives of African Americans, both well-known and unsung. ” Its oral history archives include: “660 full length interviews of prominent African Americans, with “first-hand accounts from the likes of Barack Obama, Ossie Davis, B.B. King and Eric Holder.” There are 15 categories of HistoryMakers, including Business, Education, Science, Entertainment, Lawmakers, Military, Sports, and Education. Collection of oral histories began in 1999. See: http://www.thehistorymakers.org/about-us Also see:
A Night With Mayor Sylvester Turner DVD Date: 01/05/2017 Format: DVD
A Night With Mayor Sylvester Turner, In Salute To Houston HistoryMakers is a one-on-one interview with Houston Mayor Sylvester Turner, hosted by ChaseSource CEO Anthony Chase. Taped at the Granville M. Sawyer Auditorium at the historic Texas Southern University, A Night With Mayor Sylvester Turner explores the life and career of Mayor Turner – from his birth in the Acres Farms neighborhood, to his education at the University of Houston and eventually Harvard Law School, to his law career and storied tenure in the Texas House of Representatives, and his bids for Houston’s mayoralty in 1991, 2003, and triumphantly in 2015. In addition to recognizing Mayor Turner’s own life and accomplishments, A Night With Mayor Sylvester Turner features clips and commentary from many of the forty other HistoryMakers that have been interviewed in Houston, including: Texas Southern University Provost Bobby L. Wilson, obstetrician and gynecologist Dr. L. Natalie Carroll, astronaut Dr. Robert L. Satcher, Jr., former Alpha Kappa Alpha Sorority International President
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Mattelia B. Grays, Attorney Anthony Hall, Jr., former NBA star David Lattin, and many others. • See: https://www.thehistorymakers.org/catalog/pbs-tv-programs • Your report will include, first, a summary of one of the HistoryMakers interviews, specifically, in one of the 15 categories of the field in which your oral history topic interviewee is involved. Second, provide assessments on the extent to which the information from that oral history interview broadened your perspective of the topic of your research paper. Finally, provide information on whether or not the HistoryMaker interview information expanded of did not expand your knowledge of factors important to conducting a successful interview. The above assignment is contingent on UT Austin Library’s acquisition of the HistoryMakers Digital Video Oral History Collection
ASSIGNMENT PANEL GROUP PRESENTATIONS
There will be nine panels. Panel membership will be based on/determined by students whose research paper topics are in the same topic area, e.g., students whose research paper topics are on blacks in the military, black businesspeople, blacks in politics, black women, black interaction with other racial/ethnic groups, African Americans compared with blacks from Africa, West Indies, African Americans compared with Latinos, Asians. Blacks internationally, black urban experience, black economic conditions—poverty/wealth, blacks in entertainment, sports, law, medicine, science, inventors, students, black successes, failures, HBCUs vs black minority college experience. Finally, based on information from your research paper, and being among the last generation of the millennial cohort, those consisting of individuals born from 1982-2004, and from the perspective of your racial/ethnic, religion, how do you view your future in America?
CLASS ATTENDANCE
University regulations mandate that students with more than three unexcused absences must be given an F grade. There are occasions when a student will miss class due to illness or personal problems. If illness or personal problems require you to miss more than three classes, you must present verification of these circumstances from your Physician, Dean or funeral director. If your circumstances prevent you from meeting class attendance requirements, please discuss with your Dean the necessity of dropping the course. If your absence is due to university obligations, arrangements must be made in advance to make up any missed work. When absent, it is your responsibility to get the class lecture notes from a classmate. On ce this is done and, if you have questions on the lecture notes, please see me.
SPECIAL NEEDS The University of Texas at Austin provides, upon request, academic accommodations for qualified students with disabilities. To determine if you qualify, please contact the Dean of Students at 471-6259; 471-4641 TTY to certify your needs, which will allow me to make appropriate arrangements
When absent, it is your responsibility to get the class lecture notes from a classmate. Once this is done and, if you have questions on the lecture notes, please see me.
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GRADES
The New Grading System: Fall '09--
A 4.0 92-100
A- 3.67 89-91
B+ 3.33 88-90
B 3.0 82-87
B- 2.67 79-81
C+ 2.33 77-78
C 2.0 72-76
C- 1.67 69-71
D+ 1.33 67-68
D 1.0 62-66
D- 0.67 59-61
F 0.0 0-58
Information regarding emergency evacuation routes and emergency procedures can be found at
To implement this policy and reinforce building evacuation procedures, each faculty member shall provide the following information and instructions to students: Occupants of buildings on The University of Texas at Austin campus are required to evacuate buildings when a fire alarm is activated. Alarm activation or announcement requires exiting and assembling outside. Familiarize yourself with all exit doors of each classroom and building you may occupy. Remember that the nearest exit door may not be the one you used when entering the building. Students requiring assistance in evacuation shall inform their instructor in writing during the first week of class. In the event of an evacuation, follow the instruction of faculty or class instructors. Do not re-
10 enter a building unless given instructions by the following: Austin Fire Department, The University of Texas at Austin Police Department, or Fire Prevention Services office. Title IX makes it clear that violence and harassment based on sex and gender are Civil Rights offenses subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, etc. If you or someone you know has been harassed or assaulted, you can find the appropriate resources here: http://catalog.utexas.edu/general- information/appendices/appen Background on Campus Carry Laws in Texas In 2015, the Texas Legislature approved the "campus carry" law, Senate Bill 11. The law provides that License to Carry (LTC) permit holders may carry a concealed handgun throughout university campuses, starting Aug. 1, 2016. The law gives public universities some discretion to regulate campus carry.
The University of Texas at Austin and President Gregory L. Fenves take issues surrounding guns on campus very seriously and have worked to create policies that conform to the new law, protect the rights of citizens and ensure the safety and security of the entire campusc
S.B. 11 provides that, after consulting with students, staffers and faculty members about "the nature of the student population, specific safety considerations and the uniqueness of the campus environment," the university may enact reasonable rules and regulations regarding the carrying of concealed handguns by license holders on campus.
The law stipulates, however, that these rules and regulations may not either "generally prohibit" or "have the effect of generally prohibiting" license holders from carrying concealed handguns on campus.
Classroom
Can I ban the carry of concealed handguns in my classroom?
No. Faculty members cannot ban the concealed carry of handguns in their classrooms. Excluding handguns from classrooms would have had the effect of generally prohibiting student license holders from carrying their handguns, and thus would violate S.B. 11. Language in the law specifically forbids any policies that would generally prohibit campus carry or have the effect of generally prohibiting campus carry. That is why the concealed carry of handguns in classrooms is allowed.
General Information
What do I do if I see a handgun in my classroom or on campus?
If you see a gun, call 911.
Campus carry requires that handguns remain concealed at all times with no exceptions, and if a handgun is visible, however briefly, it may be a violation of university policy and law. Notify law enforcement via 911 and UTPD will arrive and assess the situation. Persons who violate these laws and policies are subject to penalties and fines in addition to disciplinary action imposed by the university.
f your class is in a location where you cell phone does not get reception, identify the nearest location you can make a call at the beginning of the semester so you know where to go, if needed. If you have a TA or AI, have them leave and find the best place to call 911.
Do faculty have a right to know if students are carrying a gun in class?
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No. Even if a faculty member were to ask, the LTC holder is not required to respond. Under Texas law, only law enforcement can verify whether a LTC holder is carrying and has a license to carry.
Additional information, see: https://campuscarry.utexas.edu/students
Suggested Internet Viewing for information on Blacks and the Civil War http://www.pbs.org/wgbh/aia/part4/4narr5.html http://www.archives.gov/digital_classroom/lessons/blacks_in_civil_war/blacks_in_civil_war.html http://www.odci.gov/cia/publications/dispatches/dispatch.html http://www.pbs.org/wgbh/aia/part4/4h1549t.html for the Emancipation Proclamation
Suggested Internet Viewing for Information on Blacks and Reconstruction http://www.websn.com/Pride/Pride/black_reconstruction_congress.htm http://www.pbs.org/wgbh/amex/reconstruction/40acres/index.html http://www.utexas.edu/world/texasblackhistory/home.html on Texas Reconstruction http://www.bchm.org/wrr/recon/p6a.html TX, Brazoria County
Suggested Internet Viewing on Post-Civil War Black Life http://www.soulofamerica.com/towns/ for TX Black Towns http://www.utexas.edu/world/texasblackhistory/Gulf-Coast.html TX Black Towns http://www.ok-history.mus.ok.us/enc/allblack.htm for OK Black Towns http://www.africana.com/research/blackfacts/bl_fact_249.asp http://www.buffalosoldier.net/ ADDENDUM
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