Beyond the Dream:
Current Black Social Issues
Governors State University College of Arts and Sciences
Division of Arts & Letters, Humanities Unit
Professor David Hamilton Golland
HIST4100, Fall 2021
Tuesdays and Thursdays, 3:00-4:15
Examines issues in education, politics, business, economics, social life, and the arts as they relate to developments in the black community since the Civil Rights Era.
The African American Community comprises a major community in the United States today and throughout history, and is of particular interest to the residents of Chicago's Southland. The Civil Rights Era set the stage for major cultural accomplishments. This course examines and explores those accomplishments in the context of a society that continues to struggle with its racial diversity.
This course fills a requirement for history majors following the US history track. It will also be of interest to social science [Education] majors and students in the early childhood and elementary education undergraduate programs, and other interested students.
Upon successful completion of this course, students will be able to:
Identify the major accomplishments of African-Americans since the Civil Rights Era in the following cultural areas:
>Tradition and Ritual
Explain the history of civil rights activities and organizations since the assassination of Dr. Martin Luther King, Jr.
Appraise the challenges faced by members of the underclass, particularly in Chicago
Identify the elements of institutional racism
Classroom: The university expects all students to wear masks during class, regardless of vaccination status. Complaints about unmasked students may be brought to the attention of the Office of the Dean of Students (do not bring them to Dr. Golland). As per the GSU-UPI MOU dated 7/16/21 (Section III, paragraph 4), Dr. Golland will be unmasked and practicing social distancing during class.
Office Hours: Dr. Golland remains unmasked in his private office. Students are welcome to meet with Dr. Golland during his office hours virtually; email for a Zoom link. (Students who elect to meet with Dr. Golland asume all Covid-related risks.)
Available at the university bookstore and through online sellers.
Crenshaw, Kimberlé, et al, Critical Race Theory: The Key Writings that Formed the Movement (The New Press, 1996)
(ISBN-10: 1565842715; ISBN-13: 978-1565842717)
Delton, Jennifer, Racial Integration in Corporate America, 1940-1990 (NY: Cambridge, 2009)
(ISBN-13: 978-0521730808; ISBN-10: 0521730805)
Dyson, Michael Eric, April 4, 1968 (NY: Basic/Civitas/Perseus, 2008)
(ISBN-10: 0465002129; ISBN-13: 978-0465002122)
Early, Gerald L., This Is Where I Came In: Black America in the 1960s (Lincoln: University of Nebraska Press, 2003)
(ISBN-10: 0803218230; ISBN-13: 978-0803218239)
Goldberg, David, and Trevor Griffey, Eds., Black Power at Work: Community Control, Affirmative Action, and the Construction Industry (Ithaca: Cornell, 2010)
(ISBN-13: 978-0801474316; ISBN-10: 0801474310)
Lemann, Nicholas, The Promised Land: The Great Black Migration and How it Changed America (NY: Vintage, 1991)
(ISBN-13: 978-0679733478; ISBN-10: 0679733477)
Medoff, Peter, and Holly Sklar, Streets of Hope: The Fall and Rise of an Urban Neighborhood (Boston: South End Press, 1994)
(ISBN-13: 978-0896084827; ISBN-10: 0896084825)
Ransby, Barbara, Making All Black Lives Matter: Reimagining Freedom in the Twenty-First Century (University of California Press, 2018)
(ISBN-10: 0520292715; ISBN-13: 978-0520292710)
Components and Grading
All students will receive the exact grade they have earned, and grades will NOT be rounded up. For example, a student with a mathematical score of 89.999 will receive a B+; a student with a mathematical score of 59.999 will receive an F. Students in danger of receiving an F are advised to withdraw from the course prior to the withdrawal deadline.
Explanation of Course Components
|Homework Questions ||10%|
|Do Now ||10%|
|Plagiarism Quiz ||0%|
|Class Presentation ||15%|
|Library Activity ||20%|
|Annotated Bibliography ||15%|
|Book Review ||10%|
|Final Grade||Results from a score of:|
|A- ||≥90 & <93|
|B+ ||≥88 & <90|
|B ||≥83 & <88|
|B- ||≥80 & <83|
|C+ ||≥78 & <80|
|C ||≥73 & <78|
|C- ||≥70 & <73|
|D+ ||≥68 & <70|
|D ||≥63 & <68|
|D- ||≥60 & <63|
and Due Dates
Homework Questions. Upon completion of each homework assignment, each student will post (in the appropriate forum on the "Discussion" page at the course's BlackBoard site) two questions inspired by the reading. These should not be "yes/no" or simple factual questions but rather must represent an informed consideration of the topics covered by the chapter and should be posed so as to lead to further discussion (in fact they will form the basis of class discussion). When there is more than one book assigned, each question must be inspired by a different book. Students are also expected to log in to the forum between the deadline and the start of class the next day to read the questions posted by other students.
Homework questions are due on BlackBoard 11:59pm the day before each class.
Do Now. Students will write and submit, on a single page, 2-3 sentences explaining one thing they learned during the previous class discussion ("Do Now #1"), and 2-3 sentences explaining one thing they learned from the current homework assignment ("Do Now #2"). Students who missed the last class should write about something they learned in the most recent class they attended (in this course).
Do Nows are due during each class, following an instructor prompt.
Participation. Each student is expected to arrive on time and actively engage in discussion and activities during every class session.
Plagiarism Quiz. Students must take the quiz at the University of Indiana School of Education Plagiarism Test Site. Successful completion of the test will result in a certificate. Note: the Library Activity, Annotated Bibliography, and Book Review will not be accepted from students who have not successfully completed the plagiarism quiz. Another note: You must submit a completed plagiarism certificate from this semester. Certificates from previous semesters will not be accepted for this course.
The Plagiarism Quiz Completion Certificate is due 11:59pm September 23. Send it to firstname.lastname@example.org. In the body of the email, please write "I certify that I have successfully completed the plagiarism quiz and that the attachment represents my own quiz completion certificate."
Class Presentation. This will be completed by each student on a different class date. For your presentation, you must select and visit a Chicago-area African-American cultural institution. You must then prepare a 15-20 minute class presentation on how that institution addresses the education, politics, business, economics, social life, and/or the arts of African-Americans since 1968. This presentation can consist of a lecture, interactive work with your fellow students, and/or PowerPoint. The presenter will then submit a 3-5 page report on the entire experience (from selecting and visiting the institution to conducting the presentation). Please include a heading and page numbers.
Class Presentation sign-up is due Septemer 23.
The Presentation Report is due 11:59pm on the 14th calendar day after the presentation. Send it in Microsoft Word format to email@example.com.
Library Activity. There are two sections to this assignment.
Part One is about scholars. Choose three scholars from the list of authors who appear in the assigned books for the course. Write a minimum of 100 words each on the importance of each historian's work to the scholarship on African-American life.
For a sample component of Part One of the library activity, click HERE.
Part Two is about individuals in recent African-American history. Select three individuals found in this list of the Blackpast.Org encyclopedia (the link opens the first of many pages). Note: although Blackpast includes entries from people who lived at various times in history, your choices must be people who were born after 1935. Answer the following questions in 300 words:
1. Which individuals did you choose, and why?
2. What new insights did each of these stories give you on African-American life in recent history?
Unlike in Part One, you should not separate your response into the individual stories. You should answer these questions for all the individuals together in a single 300-word essay.
Please include a heading and page numbers.
The Library Activity is due 11:59pm October 28. Send it in Microsoft Word format to firstname.lastname@example.org.
Annotated bibliography. Each student will write a paragraph summarizing each of the course's books, arranged alphabetically by the author's last name. Each paragraph must begin with standard bibliographical information (see the list above, but exclude the ISBN numbers) as well as a brief synopsis of the book. In other words, write a citation and a brief explanation of what each book is about.
For a sample entry from an annotated bibliography, click HERE (requires Adobe Acrobat reader).
Please include a heading and page numbers.
The Annotated Bibliography is due 11:59pm December 8. Send it in Microsoft Word format to email@example.com.
Book Review. Students will write a 2- or 3-page scholarly review of one of the books assigned for this class. For examples of scholarly reviews, click HERE and HERE.
Please include a heading and page numbers.
The Book Review is due 11:59pm December 10. Send it in Microsoft Word format to firstname.lastname@example.org.
|Date ||Class ||Homework Questions Due |
|August 31 ||Course Introduction || |
|September 2 ||Crenshaw, xi-xxxii, 127-158 ||September 1 |
|September 7 ||Crenshaw, 276-291 ||September 6 |
|September 9 ||Crenshaw, 336-351 ||September 8 |
|September 14 ||Crenshaw, 357-383 ||September 13 |
|September 16 ||Crenshaw, 449-464 ||September 15 |
|September 21 ||Early, vii-66 ||September 20 |
|September 23 ||Early, 67-130 ||September 22 |
|September 28 ||Dyson, ix-75 ||September 27 |
|September 30 ||Dyson, 79-142 ||September 29 |
|October 5 ||Goldberg, 1-47 ||October 4 |
|October 7 ||Goldberg, 48-89 ||October 6 |
|October 12 ||Goldberg, 90-133 ||October 11 |
|October 14 ||Goldberg, 134-208 ||October 13 |
|October 19 ||Delton, 1-16, 163-193 ||October 18 |
|October 21 ||Delton, 194-224 ||October 20 |
|October 26 ||Delton, 225-254 ||October 25 |
|October 28 ||Delton, 255-284 ||October 27 |
|November 2 ||Lemann, 1-108 ||November 1 |
|November 4 ||Lemann, 109-222 ||November 3 |
|November 9 ||Lemann, 223-306 ||November 8 |
|November 11 ||Lemann, 307-354 ||November 10 |
|November 16 ||Medoff, 1-88 ||November 15 |
|November 18 ||Medoff, 89-144 ||November 17 |
|November 23 ||Reading Day || |
|November 30 ||Medoff, 145-288 ||November 29 |
|December 2 ||Ransby, ix-46 ||December 1 |
|December 7 ||Ransby, 47-122 ||December 6 |
|December 9 ||Ransby, 123-168 ||December 8 |
All assignments are expected to be submitted on time. I will deduct a full letter grade for each day an assignment is late.
Students are expected to engage in discussions thoughtfuly, critically, and above all respectfully
. This does NOT mean that we cannot disagree. Indeed, disagreement is a cornerstone to critical inquiry. In the spirit of true critique, we will engage in thoughtful, rigorous discussions of the challenging topics and themes that animate this course. Your instructor has a zero-tolerance policy for disruptive or disrespectful behavior. You will be treated like adults and are expected to behave like adults.
You will receive feedback on your progress in this course in the form of returned and graded assignments. Do-Nows are graded by check marks; a check is full credit (Each day's Do Now should receive two checks). Homework questions submitted on time receive full credit. Pay close attention to the instructor comments to monitor your progress in each component of the course, and consider the value of each component to calculate your progress towards your final grade. Students who fully complete every do-now and actively participate in each class session can expect perfect scores for those components unless otherwise notified. Your instructor will not seek you out to discuss your progress but you are welcome to speak with him about it. Make an appointment to see him during his office hours (see top of page).
I am a Wikipedian and I invite you to become one too! It's a useful tool so long as you understand its limitations. Click HERE
for an insightful article by Prof. Alan Liu, which summarizes my feelings about Wikipedia.
The Counseling Center of the Academic Resource Center at Governors State University (GSU) has a staff of experienced professionals who provide a variety of counseling services for GSU undergraduate and graduate students. The counselors support and adhere to the professional, ethical, and legal standards as described by the American Psychological Association, as well as other professional organizations. Our mission is to contribute to the overall quality of campus life for students, and to support the academic endeavors of our students. The Counseling Center is located in the Academic Resource Center, B1215. Office hours are Monday-Thursday 8:30 a.m.-7 p.m. and Fridays 8:30 a.m.-5 p.m. For personal counseling, contact Katherine Helm, 708.235.7334. For academic counseling, call 708.534.4508.
In that writing is a fundamental part of this course, students are encouraged, but not required, to attend the Writing Center for assistance in completing writing assignments. In-depth individual assistance with research papers or any other writing for classes is available through the Writing Center. For one-on-one help, please call 708.534.4508 to make an appointment. On-site tutoring is available by appointment only. The Writing Center desk in the Library offers students the opportunity to ask questions dealing with the research assignments. You may submit a copy of your paper for revision suggestions, obtain information about virtual appointments, and find sources for help with research writing as well as sources for general writing help, including grammar resources.
GSU is committed to providing all students equal access to University programs and facilities. You may be eligible for academic accommodations if you have a documented physical, psychiatric (anxiety, depression, bipolar disorder, AD/HD, post-traumatic stress, or others) or a neurological disability such as a learning disability, autism or TBI. You must register and provide documentation with Access Services for Students with Disabilities (ASSD)
before faculty members are required to provide appropriate accommodations. For more information or to register, please contact ASSD at email@example.com
or 708-235-3968. To aid in creating an accessible learning environment for students with disabilities contact ASSD before or during the first week of classes.
Title IX Statement:
Consistent with GSU Policy 78, Title IX and Anti-Sex Discrimination, Harassment and Retaliation Policy, Title IX regulations make it clear that violence and harassment based on sex and gender is a Civil Rights offense 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... The University has a duty to prevent harassment, post policies against it, to investigate complaints, and to take prompt action to stop harassment when it occurs. Contact the Governors State University Title IX Coordinator to report any incidents at firstname.lastname@example.org
708.534-4100 and ask to speak to the Title IX Coordinator. For complete Title IX information and resources, visit: http://www.govst.edu/TitleIX/.
Emergency Preparedness Statement:
In case of emergency, the University's Alert System will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the myGSU portal. In addition, students are encouraged to familiarize themselves with the Emergency Procedures posted in each classroom. Detailed information about the University's emergency management plan, information about how to update your contact information, and the Campus Safety Booklet can be found at http://www.govst.edu/emergency.
Academic Honesty Statement:
Students are expected to fulfill academic requirements in an ethical and honest manner. This expectation pertains to the following: use and acknowledgement of the ideas and work of others, submission of work to fulfill course requirements, sharing of work with other students, and appropriate behavior during examinations. These ethical considerations are not intended to discourage people from studying together or from engaging in group projects. The University policy on academic honesty appears in the catalog appendix, which can be found on the website at http://catalog.govst.edu/content.php?catoid=8&navoid=673#Academic_Honesty