DOCUMENT RESUME ED 125 509 HE 008 108, -4 TITLE Curriculum Designs and Methods in Black Studies. Development of Cross-qatural and' Interdisciplinary Course Models. 1975 -76 Projects. INSTITUTION Washington State Univ., Pullman. Dept. ofBlack Studies. SPONS AGENCY 'Bureau of Postsecondary Education (DHEW/OE), Washington, D.C. Div. of International ,Education. PUB DATE 76 NOTE 200p. ELRS PRICE MF-$0.83 HC-$10.03 PlusPostage. DESCRIPTORS *African American Studies; Bibliographies;*Black ComMunity; Black Power; ConferenceReports; *Cultural Awareness; *Curriculum Design; Economics; Fine Arts;! *Higher Education; Negro Attitudes";Negro Jiterature; *Negro Role; Politics; Self Concept; Sociocultur41 Patterns IDENTIFIERS Ethnic Heritage Studies Program; *PacificNorthwest Black Studies Institute ABSTFACT Problems in curriculum development in Black Studies are addressed along with suggestions on-future action.A,recurring :theme and concern throughout the workshopswas the need to set priorities for the 196'0's and beyond.Course outlines and bibliographies are included in thereport fore African History and Culture; Black History Before the CivilWar; Black History After the Civil War; Politics of Black America; Economicsof Black America; Sociology of Black America; African Literature;Afro-American Literature; Music of Black America; BlackDrama; Black Visual Arts; and Afro-Americans and the MaSs Media: Participant projectsare also reviewed, dealing with: the state and directionof Black Stud' America; relevance of nursing; booklesscourse; administrativ problems; a personal perspective;a community-controlled food cooperative; self-concept and the black American;the place of Black Studies in the total 'curriculum; anda proposal for a new course in Afro-American history. Appendices providea list of participants, e, program schedules, 'suggested assignments; and evaluativetools, media coverage, and participant responses. (LBH) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from othersources. ERIC makes every effort * * to obtain the best copy available. NeWertheless,items of marginal * * reproducibility are often encountered andthisaffects the quality * * of the microfiche and. hardcopy reproductionsERIC makes available * * via the ERIC Document Reproduction Service(EDES). EDRS is not - * * responsible for the quality of, the,originaldocument. 4eproductions-* * supplied By EDRS are the best thatcan be made from the original. * **************************,********************************************* lI ....414t a......._ 8 .....-...:.. 8 ....-. 2 ............ 51 . , . 4) ss, eurricili*Desigas and Methods imi BlackStudies a A..- 75 1 ;(/ BLACK STUDIES,PROGRAM WASHINGTON STATE UNIVERSITY .7 Funded by Departmentof HEW, U.S Office of Education. 111 2 CURRICULUM DESIGNS AND METHODSIN BLACK STUDIES Development of Cross-CLiltural andInterdisciplinary Course Models 1975-76 PROJECTS 4 Pacific Northwest Black StudiesSummer Workshop and Pacific Northwest Black StudiesShort-Term Institute .1 Black Studies Program Washington State University PulimaiWashington 44, Funded DREW, U.S. OFFICE, OFEDUCATION Ethnic Herita\ie StudiesProgram Bureau of Post!--SecondaryEducationi 3 I l .., de CURRICULUM DESIGNSAND METHODS IN BLACKSTUILIS 0 Summer Projects Report andSurvey The follow* summer projects were'proposed and conducted.by the Black Studies Program at Washington State Universityas basically I' . teacher training and curriculum development I projects. This report and survey of the Workshop and Short-TermInstitute is complete with the exception of the field evaluationof the participants and their Tnsti, i *tutions and final projeCtions. Pacific Northwest Black StudiesSummer Workshop. Conducted July 14 to August 1, 1975. Funded under' Title IX. The 'Ethnic Heritage Studies Program. , . , .Pacifie'Northwest Black Studies Short-Term Institute. Con- 7 ducted'August 4 to 8, 1975. Funded under Higher EducationAct, Title V, Part E, Public Law89r329 as ammended. ,, ' Professor Talmadge Anderson Project Director , ft Professor Leon Black, Jr., Workshop and Institute,Director Reginald Newton Staff Assistant and Evaluator Bernard Cotton. Staff Associate TABLEOF CONTENTS . s . Preface / 1 Introduction . I 3 I. Academic Perspectives in Black Studies A. Black Studies: Academic Rationale and Challenge by Robert Staples 9 B.. National Academic Outlookon Black Studies by William M. Harris 20 C. Excerpts from Address Delivered by Charles E. Mosley 25 , II. Course Outlines and Bibliography N. African History and Culture (1815 to Independence) - 29 B. Black History Before the Civil War 39 C. Black History After the Civil War 45 D. The Politics of Black America 50 E. The Economics of Black America . --. , 54 F. The Sociology of Black America 59 G. Introduction to African Literature 64 \ H. Introduction to Afro-American Literature (1760-1865) 66' I. The Music of Black America (1619- Present).. 73 J. Introduction to Black Drama 76_ K. Black Visual Arts 78 L. Afro-Americanst, and the Mass Media 83 Workshop Scenes: A Photo Collage III. 'Participant's Projects 4 A. State and Directionof Black Studies in the Nation by Charlene Byrd 88 B. The Relevance of nursing in Black Studies by Marie Bright % 92 C. New Concept in Course Design: Bookless Course by June R. Key 100 D. Analytical Essay on Administrative Problems in Black Studies by Sue Haynes 105 E. My Perspective on Black Studies by Pearl Spears 109 F. Community Project: A Community-Controlled Food Cooperative by Paul Bigman .114 G. Self- Concept and the Black American by Floyd Grant Jackson . 120 N. BlaCk Studies: Its Place in the Total Curriculum by William Sterling 127 I. Proposal for New Course in Afro-American History by Julius F. Stokes 133 Summa4%ry 144 IV. Appendices Apperidix A List of Participants'with Photos 146 Appqndix B - Program S hedules 150 Appendix C- Assignments 162 Appendix D - Evaluative Tocils 164 Appendix E - Media Coverage 177 Appendix F - articipant Respo ses' 181 J 0 , PREFACE i This report is a picture of not only whattranspired during the Pacific Northwest Black Studies Institute,but also a testimonial to --...- the task ahead for Black Studies educators andadministrators. It is , a pict a th derives its most devastating validityfrom the serious- r:. ness and e of urgenoy exhibited by the consultants, workshoppar- , 1 ticipants and staff. From it rises not merely an understanding of the problems in curriculumdevelopment in Black Studies, but valuable sug-4' gestions on future courses .of-action. j A significapt part of the planning for this workshop was in gaining specific wledge of varied problemareas in curriculum planning and implefnentation. Efforts here cansisted not only in ascertainingthe present state of Black Stlidies in the PacificNorthwest and the nation in general, but also the extent to Whichcourses in minority studies are being institutionalized in the na on's colleges and universities. Since the question of institutionalization ofBlack or Minority Studies is closely related to the-overall problemof curriculum design and implementation, an inquirywas made to the nation's fifty.State we Boards of Education in planning procedures. Of the forty-one Statb 'Departments or Boards of Educationwhich.responded, thirty-two had no ,specific state policy or guidelines which require students'ihprimary or secondary education to take a set number ofhours or courses in minority, ... ethnic, or multi-cultured studies,as aPferequisitefor certification. le. In the remaining nine states, only four, Nevada,Oregon, Minnesota --N.....and Wisconsin have enacted legislation specifyingthat students must take a set numtier of courses or hours.in minority, ethnic,or multi - cultured 1------- 7 studies. By 1979, Montana will require all teachers on or near Indian Reservations to have a background-in Indian Studies. North Dakota and South Dakota hope to have similar reqdirements in their statutes by the end of 1976. West Virginia has been attempting to get similar legisla- tion passed-since early 1974 with little success, an:dithe District of Columbia alone requires all public school teachers to take at least two courses which focus directly on ethnic groups. These responses brought to light several broad or general factors from which we shaped our specific' activities. First, they clearly showed that minority studies is not fully incorporated into American education. Secondly, by definition, we will continue to have a shortage of qualified personnel in Black Studies. And last, it is evident that the main focus, along with curriculum design and-i-mplementation, must be the dissemination of pertingnt data whic we feel will help to fill the void left by the shortage of qualified Black Studies educators. fl 9 8 -2-, ;) _INTRODUCTION When, during the mid td late 1960's, colleges and universities throughout the nation responded to the academic challenge of the Ci01 Rights movement by expanding their course offerings to'incorpo'rate the life Arid history of blacks and other minorities, the immediate and in * evitable problem was locattng competent faculty. After nearly a decade, the Black udies programs which survived the'earlier trial years moved from the experimental program stage to viable a&demic departments. As Black Studies programs and departments assumed a more permanent academic status on campuses across the nation, problems beyond mere survival be- came the focal point of-concern. During the academic year of